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Option 1

Australia is renowned for delivering high quality education to students however, it has also been
characterised as a low equity education performer and provider (OECD, 2012). Simply, to highlight
the truths of this statement, a comparison of achievement data for Aboriginal and Torres Strait
Islander and non-Indigenous students need to be analysed (Lloyd, Lewthwaite, Osborne, & Boon,
2015). There is an evident and significant gap in education between Aboriginal and Torres Strait
Islander and non-Indigenous students in literacy and numeracy as well as Year 12 attainment and
school attendance (Australian Institute of Health and Welfare, 2014). Government initiatives
including the NSW Department of Education Aboriginal Education Policy (2008) and the Closing
the Gap: Prime Minister Reports (2010-2018) have been implemented with the specific aim to
improve equity and equality between Aboriginal and Torres Strait Islander and non-Indigenous
people. There are various targets made by the government in an attempt to Close the Gap
between Aboriginal and Torres Strait Islander and non-Indigenous Australians including education,
employment, economic development, health and developing safer communities (Department of
the Prime Minister and Cabinet, 2018). Education is ultimately the first stepping stone to ensure
Aboriginal and Torres Strait Islander people prosper in the future. It is important to recognise that
individuals in society need to act on and support these government initiatives in order for them to
be successful. In education, it is vital for schools and teachers to have the necessary
understanding and knowledge to support Aboriginal and Torres Strait Islander students as
education unlocks opportunities later in life (DPMC, 2018). This critically reflective essay will focus
on factors which impact retention for Aboriginal and Torres Strait Islander students in the
education system. The factors which will be primarily described are positive and respectful
relationship building between teachers and Aboriginal and Torres Strait Islander students to
improve retention rates. In this paper, retention and attendance will be used interchangeably and
is defined as regularly being present at school (DPMC, 2018). Furthermore, this essay will address
how I as a future secondary teacher can implement the policies and documents within the
classroom and on a whole school level.

As a response to the Report of the Review of Aboriginal Education in 2004, the Aboriginal
Education Policy was developed in Australia as a nation-wide strategy to improve the educational
outcomes and wellbeing of Aboriginal and Torres Strait Islander students (NSW Department of
Education, 2008). The policy aims for Indigenous Australians to match or better the outcomes of
the wider student population (NSW Department of Education, 2008). The initiative works in
collaboration with Aboriginal communities and stakeholders to increase the knowledge and
understanding of Aboriginal histories, cultures and experiences in schools. A subsequent goal of
the policy is to improve and increase the attendance of Aboriginal students in schools (NSW

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Department of Education, 2008). Since 2010, the Closing the Gap: Prime Minister Report has
been an annual initiative to report on the targeted and specific goals to improve standards for
Aboriginal and Torres Strait Islander people. One of the many factors the report focuses on is
education, highlighting school retention. A target was made in May 2014 to close the gap between
Aboriginal and Torres Strait Islander and non-Indigenous students school attendance by the end
of 2018 (DPMC, 2018). In the Closing the Gap: Prime Minister’s Report, it reveals attendance
rates for Aboriginal and Torres Strait Islander students have remained stable between 2014 and
2017 thus, no meaningful change in attendance rates have been made and no significant change
in the gap (DPMC, 2018). Research also shows there is a relationship between academic success
and attendance rates. Around 20% of the gap in school performance between Aboriginal and
Torres Strait Islander and non-Indigenous students can be explained by lower school attendance
(Biddle & Bath, 2014). Even though the government has implemented strategies and policies to
improve equality and equity for Aboriginal and Torres Strait Islander students in education, it is
evident that they are the most educationally disadvantaged group in Australia thus, more work
needs to be done in the implementation of these initiatives to effectively bridge the gap (Biddle &
Bath, 2014).

Building positive and respectful relationships with Aboriginal and Torres Strait Islander students is
key to help improve high school attendance and therefore, academic success. A requirement for
teachers indicated in standard 1 of the Australian Professional Standards for Teachers is to know
their students and how they learn (Australian Institute for Teaching and School Leadership, 2011).
More specifically, a focus area of this standard is for teachers to have an understanding and
knowledge of Aboriginal and Torres Strait Islander students (AITSL, 2011). Complying with this
standard relates with the pedagogical strategies the teacher implements within the classroom.
Effective teachers of Aboriginal and Torres Strait Islanders students utilise pedagogical strategies
where they develop professional relationships by engaging students in the learning rather than an
authoritarian mode where students are presented with content and are expected to learn (Harslett,
Harrison, Godfrey, Partington, & Richer, 2000). As well as this, including a mix of verbal and
written work and integrating more discussions has proven to engage Aboriginal and Torres Strait
Islander students in classroom activities (Harslett, et al., 2000). Working collaboratively with the
students and involving them in deciding what needs to be done is vital to being successful
teachers not only for Aboriginal and Torres Strait Islander students but all students (Lloyd, et al.,
2015). Involving the Aboriginal community in pedagogical strategies is also an effective way in
engaging students within the classroom as they can make connections with the content and their
community (Lloyd, et al., 2015). This links with the next important element of effective pedagogy
for Aboriginal and Torres Strait Islander students of having knowledge and understanding of

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cultural context of the past, present and future (Harslett, et al., 2000). Cultural context requires
teachers to relate the knowledge and skills and make relevant links to the student’s world by
including Aboriginal elements in their teaching. As with all students, content need to be relevant to
today as students can relate to it. The teacher must also show the students the value of curriculum
to their future (Lloyd, et al., 2015). In the Western district of NSW, the eight-way Aboriginal
pedagogy has been developed for students to support the way in which they learn (Yunkaporta,
2009). It includes the ways in which Aboriginal students resonate with and can be integrated into
school’s curriculum. The pedagogy is a non-linear way of learning to allow for deeper
understanding (Yunkaporta, 2009). Furthermore, it includes contextualised learning whereby
students can recognise how education is relevant and meaningful in their lives. As a result of
these advantages, implementing this pedagogy within the classroom can increase student
engagement, attendance and therefore academic success (Yunkaporta, 2009).

Teachers attitudes are important when working with Aboriginal and Torres Strait Islander students.
Enthusiasm, positive attitudes and encouragement all contribute to student success and retention
in schools (Harslett, et al., 2000). Making students feel welcome in the classroom also effects
participation and is necessary in building positive and respectful relationships with Aboriginal and
Torres Strait Islander students (Lloyd, et al., 2015). Setting realistic individual expectations for
students, positive reinforcement and acknowledgement is important in keeping Indigenous
Australian’s motivated (Harslett, et al., 2000). Understanding the culture and histories of student’s
backgrounds is also an important factor in building positive and respectful relationships with
Aboriginal and Torres Strait Islander students (Harslett, et al., 2000). Teachers who have a non-
judgemental understanding of student’s individual family and home backgrounds increases
retention rates (Lloyd, et al., 2015). This is supported by a study conducted by Harslett et al.
(1998) which found a number of responses from Aboriginal and Torres Strait Islander students
suggesting that teachers understanding their cultural and home backgrounds would help students
attend and stay longer at school (Lloyd, et al., 2015). Coupled with this is the teacher attributes of
empathy and sensitivity which can only be present if teachers have an understanding and respect
the Aboriginal culture and backgrounds (Harslett, et al., 2000).

In order to understand the culture and histories of student’s backgrounds relationships need to be
slowly formed by gaining trust, getting to know the students individually and taking an interest in
school and out of school activities are other factors which contribute to Aboriginal and Torres Strait
Islander students learning and retention (Harslett, et al., 2000). Taking an interest in their personal
life and homelife can make teachers more aware of their personal situation and therefore, be more
flexible with non-essentials for example uniform (Harslett, et al., 2000). Establishing a good
rapport with families of Aboriginal and Torres Strait Islander students can contribute to positive
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and respectful relationships. Likewise, treating students with equality and fairness while also
having an appreciation of student differences are vital in creating positive relationships with
Aboriginal and Torres Strait Islander students (Lloyd, et al., 2015). Furthermore, appreciating the
importance of having a sense of humour with Aboriginal and Torres Strait Islander students is key
when developing relationships (Lloyd, et al., 2015). By having a sense of humour, it creates a
sense of comfort and being welcome (Harslett, et al., 2000).

As a future secondary teacher, it is imperative to build positive and respectful relationships with all
students (Harslett, et al., 2000). Aboriginal and Torres Strait Islander students like other non-
Indigenous students have similar teacher preferences in their pedagogies and attitudes (Harslett,
et al., 2000). In order to support learning, success and retention of Aboriginal and Torres Strait
Islander student’s pedagogy and attitudes are vital. As part of the AITSL (2011) standards,
teachers must be able to demonstrate knowledge and understanding of Aboriginal culture and
strategies for teaching Aboriginal and Torres Strait Islander students (standard 1.4). As well as
this, teachers must demonstrate respect for Aboriginal and Torres Strait Islander histories, cultures
and languages (standard 2.4).

In Food Technology, Aboriginal and Torres Strait Islander histories, cultures and languages can be
integrated within the curriculum. As a secondary teacher I will get to know the backgrounds of the
students in the class who may be an Aboriginal and Torres Strait Islander and build relationships
with them through taking a professional interest to their personal lives (Harslett, et al., 2000).
Moreover, I would implement a mix of verbal and written activities including discussions to
maintain engagement and motivation in learning (Harslett, et al., 2000). Relevant connections can
be made the Aboriginal and Torres Strait Islander student’s communities to all focus areas of the
Food Technology syllabus year 7-10 (NSW Education Standards Authority, 2018). When I teach
the unit, I believe it is important to be empathic and sensitive when discussing issues such as the
topic of Food Equity (NSW Education Standards Authority, 2018). In order to be empathetic and
sensitive I will have positive and respectful attitudes and gain the trust of Aboriginal and Torres
Strait Islander students (Lloyd, et al., 2015). This can be done by taking an interest in their
personal life and building a rapport with their families.

The focus area of “Food in Australia” in the year 7-10 Food Technology syllabus allows students to
learn about native foods to Australia where they investigate native and bush foods (NSW
Education Standards Authority, 2018). An excursion to Circular Quay where students participate in
the “Bangabaoui School Education Program” could be implemented into the unit where students
learn about Aboriginal histories and cultures including traditional fishing, hunting and food
gathering techniques (Bangabaoui school education program (n.d) This would be supplemented
with class activities which are made in collaboration with the Aboriginal and Torres Strait Islander
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students. The excursion would not only support Aboriginal and Torres Strait Islander students but
all students to give them the opportunity to develop understanding and respect for Aboriginal
histories, cultures and languages. If teaching in Western NSW I would integrate the eight-ways
pedagogy in other parts of the Food Technology syllabus as well as advocate this pedagogy to the
whole school. Utilising this pedagogy engages Aboriginal and Torres Strait Islander students and
non-Indigenous students and improves higher order thinking skills as well as deep knowledge
(Yunkaporta, 2009).

Advocating and implementing school-based supports for Aboriginal and Torres Strait Islander
students such as Young Indigenous Pathways Program (YIPP) encourages health and wellbeing
to achieve outcomes (National Aboriginal Sporting Chance Academy, 2018). Research shows a
strong relationship between sporting programs and positive outcomes in Aboriginal and Torres
Strait Islander students (NASCA, 2018). Consequently, the program uses sport as a way to
engage students in positive behavioural change (NASCA, 2018). As a secondary teacher I would
recommend this program in my school to help support Aboriginal and Torres Strait Islander
students as it benefits them (NASCA, 2018). Furthermore, the program also has a mentoring
strategy which positively impacts behavioural and academic outcomes (NASCA, 2018). It is shown
to improve self-esteem, cultural pride and improved school performance (NASCA, 2018). I believe
as secondary teachers it is our responsibility to be teacher-leaders and implement programs like
this to support not only Aboriginal and Torres Strait Islander students but all students.

In conclusion, Aboriginal and Torres Strait Islander students are the most disadvantaged group in
Australian’s education system. Despite the Aboriginal Education Policy and the Closing the Gap:
Prime Minister’s Reports, a gap between non-Indigenous and Aboriginal and Torres Strait Islander
student attendance still exists. While this gap is still apparent, it is affecting the academic
performance of Aboriginal and Torres Strait Islander students. To mend this gap, efforts made by
classroom teachers to implement the policy within their classrooms need to be made. It is
imperative for teachers to build positive and respectful relationships with Aboriginal and Torres
Strait Islander students to improve learning, success and retention. Building positive and
respectful relationships with Aboriginal and Torres Strait Islander students can be done through
effective pedagogy, understanding of Aboriginal and Torres Strait Islander culture and histories
and building positive relationships thus, improving retention. This can be achieved through positive
attitudes including empathy and sensitivity as well as whole school programs.

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Australian Institute for Teaching and School Leadership (AITSL). (2011). Australian professional
standards for teachers. Retrieved from http://www.aitsl.edu.au/docs/default-source/apst-
resources/australian_professional_standard_for_teachers_final.pdf

Australian Institute of Health and Welfare (AIHW). (2014). Closing the Gap clearinghouse.
Retrieved from https://www.aihw.gov.au/getmedia/107b2cd9-88f7-4e8e-8ab3-
33718c966ff9/ctgc-rs33.pdf.aspx?inline=true

Bangabaoui school education program (n.d). Retrieved August 14, 2018 from,
http://tribalwarrior.org/portfolio/bangabaoui-school-education-program/

Biddle, N., & Bath J. (2014). Education Part 1: Early childhood education, Paper 7, CAEPR
Indigenous Population Project, 2011 Census Papers, Centre for Aboriginal and Economic
Policy Research School of Social Sciences, Australian National University College of Arts
and Social Sciences, Canberra.

Department of the Prime Minister and Cabinet (DPMC). (2018). Closing the Gap: Prime Minister’s
report. Retrieved from https://closingthegap.pmc.gov.au/sites/default/files/ctg-report-
2018.pdf

Harslett, M., Harrison, B., Godfrey, J., Partington, G., & Richer, K. (2000). Teacher Perceptions of
the Characteristics of Effective Teachers of Aboriginal Middle School Students. Australian
Journal of Teacher Education, 25(2). doi: 10.14221

Harslett, M., Harrison, B., Godfrey, J., Partington, G., & Richer, K. (1998). Quality schools for
Aboriginal students project. Perth: Edith Cowan University

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), 1-22. doi: 10.14221/ajte.2015v40n11.1

National Aboriginal Sporting Chance Academy (NASCA). (2018). Programs and impact. Retrieved
from https://nasca.org.au/programs-impact/

NSW Department of Education. (2008). NSW Aboriginal Education Policy. Retrieved from
https://education.nsw.gov.au/policy-library/policies/aboriginal-education-and-training-policy

NSW Education Standards Authority. (2018). Food Technology: Stage 4-5- syllabus. Retrieved
August 14, 2018, from https://syllabus.nesa.nsw.edu.au/assets/chemistry/chemistry-stage-
6-syllabus-2017.pdf

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Organization for Economic Cooperation and Development (OECD) (2012). PISA 2012
Assessment and Analytical Framework. Mathematics, Reading, Science, Problem Solving
and Financial Literacy. Paris: OECD.

Yunkaporta, T. (2009). Aboriginal pedagogies at the cultural interface (PhD thesis). Retrieved from
https://researchonline.jcu.edu.au/10974/4/04Bookchapter.pdf