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Option 1

The most essential component required to build positive relationships with Aboriginal and
Torres Strait Islander students and improve retention is to have culturally appropriate
education policies in place which provide strong educational outcomes. The evidence shows
that there is a large and achievement gap between Indigenous and non-Indigenous students
(Closing the Gap, 2017). The Council of Australian Governments (COAG) has agreed to set
educational priorities and reforms to reduce Aboriginal and Torres Strait Islander
disadvantage (COAG, 2009). The document “Closing the Gap” initiated by COAG, is a
framework established in 2008 to provide an annual national snapshot of progress made
against set targets to address Indigenous disadvantage.

The NSW Aboriginal Education Policy confirms the NSW Department of Education's
commitment to improvement in educational outcomes and wellbeing for Aboriginal and
Torres Strait Islander students as outlined in the Education Strategy September 2015
document (NSW Aboriginal education Policy, 2008). The NSW AECG (Aboriginal
Education Consultative Group Inc.) and the Department of Education and Training work
together to develop policies and programs that meet the needs of Aboriginal people and their
communities. ‘Through this agreement we now have clear expectations about building
relationships with Aboriginal students, Aboriginal families and communities and the people
of the NSW AECG’ (NSW Aboriginal education Policy, 2008).

The NSW Department of Education is committed to building a culturally inclusive school

environment by implementing, Aboriginal studies programs, Aboriginal languages
programs, Aboriginal cross-curriculum content within schools and Aboriginal perspectives
in education. The Department acknowledges Aboriginal and Torres Strait Islanders as the
first people of Australia and reflects on building competencies culturally and in learning. The
New South Wales Standards Authority (NESA) and The Australian Curriculum Assessment
and Reporting Authority (ACARA) describe the requirement of teachers to include aboriginal
perspectives in the curriculum. The cross-curriculum priorities are: Aboriginal and Torres
Strait Islander histories and cultures. Whereas, Australian Institute for Teaching and School
Leadership (AITSL’s) attention to learning about aboriginal and Torres strait islander
histories, cultures and education are demonstrated in mandatory standards 1.4 and 2.4 which
signifies that nationally teachers must become culturally competent (Evans, 2015).

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The standards are:

Standard 1.4 - Strategies for teaching Aboriginal and Torres Strait Islander students which for
graduate level is to 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.

Standard 2.4 - Understand and respect Aboriginal and Torres Strait Islander people to
promote reconciliation between Indigenous and non-Indigenous Australians Demonstrate
broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander
histories, cultures and languages. What Works, Dare to Lead and Stronger Smarter are some
of the federal initiatives that support schools in improving educational outcomes for
Indigenous students.

Lewthwaite, B., Osborne, B., Lloyd, N., Llewellyn, L., Boon, H.,Webber, T., Laffin, G.,
Kemp, C., Day, C., Wills, J., and Harrison, M. (2015) carried out a study to understand the
voices of Aboriginal students and community members, what they see as effective teachers
and what helps student engagement. Community members had differing opinions to students.
The main themes noted by community members were described in the study. Understanding
indigenous history was important as well as acknowledgment of their history. This is now
part of the cross curriculum initiatives which includes discussing the stolen generation
(ACARA). Skills in Literacy and Numeracy were also acknowledged as important for
successful learning. The disparities in NAPLAN achievement between Indigenous and non-
Indigenous students are widespread (Closing the Gap, 2017). Better methods of teaching
numeracy such as not just reading the maths but seeing the maths in real life were suggested
by students.

Communities also believed that teachers having an alternative point of view of indigenous
students and the Communities they represent were important. The schools that refuse to take
a deficit view of aboriginal and Torres Strait Islander education, instead communicating high
expectations and support make a positive difference (Sarra, 2007, 2011; What Works, 2011).

The community participants also wanted schooling and teaching to affirm cultural identity
and have a more holistic focus not just based on academic achievement. The Stronger
Smarter strategies confirm this approach 1) Positive student identity and 2) Embracing

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positive Indigenous leadership which involves guidance and engagement with the aboriginal
community.

The theme of the students interviewed in the study (Lewthwaite et al, 2015) was more related
to the classroom experience itself, such as developing positive relationships, building cultural
bridges and respect for their culture. Students made mention of the importance of high
expectations being encouraged for classroom behaviour and student performance. High
expectations leadership and high expectations classrooms means building quality
relationships with students, colleagues and the community to develop significantly improved
quality outcomes. It uses a strength based approach to learning rather than a deficit model.
(Stronger Smarter).

Indigenous student’s participation and retention rates at school are lower than non‐Indigenous
students (Jones and Harris-Roxas, 2009, Closing the Gap, 2017). Retention at school is more
about engagement than anything else (Harrison and Sellwood, 2016). A review by NSW
AECG & NSW DET, 2004) found that educational disengagement related to poor teaching
styles and uninteresting presentation of the curriculum, poor teacher–student relationships,
low literacy and numeracy skills and lack of support from parents.

Poor literacy skills can lead to lack of achievement and failure in most subjects. Therefore
Indigenous students with poor literacy skills are less engaged and become frustrated which
corresponds with high levels of absenteeism, and low levels of school retention. Closing the
gap policy addresses the differences in achievement in numeracy and literacy between
indigenous and non-indigenous students (Jones and Harris-Roxas, 2009).

As a secondary teacher, understanding how aboriginal learn is important in building positive

relationships and engagement in learning. In general aboriginal student learn through
observation, imitation, trial and feedback rather than verbal instruction (Lecture 2, WSU,
2018). The group is more important than the individual. Learning is more holistic requiring
knowing the overall concept or task before going into the details or parts and this can be
achieved through scaffolding activities or by talking and modelling at the beginning of a
lesson. The visual spatial skills are often very strong for indigenous students and imagery is
important (Burridge, Whalan and Vaughan, 2012). Contextual learning via real world
application is necessary especially if there is a connection to the land. Students need time to

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think as they are often slow to respond as a way to avoid embarrassment and shame (Lecture
2, WSU, 2018). Eight ways of learning is one learning style that links indigenous ways with
western learning (Yunkaporta, 2009). Thus there is much common ground in its value to all
students. The framework is a way to provide meaningful links to Aboriginal heritage in a way
which is relevant to aboriginal students’ identities and backgrounds and promotes better
engagement in class. It has the potential to increase retention rates. Teaching is done through
narratives, yarning circles (collective groups) and peer mentoring. Visual images and
symbols are used to explain concepts and content such as using learning maps. Land links are
important to make content relevant by connecting it to the world in which their students live.
Non-linear ways of thinking are promoted in the eight ways such as that used in lateral
thinking problems and problem solving. Non- verbal learning is emphasised such that six out
of the eight ways of learning styles are non-verbal. Community links and engagement with
the community is important for aboriginal learning.

Improved learning outcomes in teaching mathematics through visual arts and using this as a
means to encourage students to become numerate (MakeItCount, 2012). Maths through
storytelling is another method employed and discussed in Matthews (2015).

The wellbeing of Indigenous students at school also affects their school success and retention.
There is a wide gap between Indigenous and Non-Indigenous health status (Closing the Gap,
2017). Due to higher mortality rates, exposure to alcohol and poverty and other health issues
students are at risk to greater stressors outside school (Dobia and O’Rourke, 2011). It is our
duty as a teacher to understand this issues as it may produce absenteeism. Racism is another
significant stressor and mental health risk factor for Indigenous students and evidence
suggests that it happens frequently (Bodkin-Andrews and Carlson, 2016). It can lead to low
self-confidence and self-esteem and feelings of shame.

Standardised approaches to Social and Emotional learning (SEL) are inadequate for
supporting social and emotional development amongst Aboriginal and Torres Strait Islander
youth and their communities (Dobia and Roffey, 2017). Standard SEL lacks appreciation for
the main features of Indigenous Australian culture and identity, such as connection to land,
kinship ties and Indigenous spirituality. Similar to the culturally responsive pedagogy of
Eight Ways learning, in this case culturally responsive SEL is required.

The decision to leave school is influenced by how student view themselves, their community
and their future (Jones and Harris-Roxas, 2009). Thus students who develop a positive self‐

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identity are more likely to express an attachment and commitment to school, and experience
school success. Thus a strong sense of Indigenous culture is important to the wellbeing and
positive identity of Indigenous children giving them a sense of belonging, self-worth and
helping to protect against the impact of racism. Connection to country is also important for
belonging and wellbeing (Dobia and O’Rourke, 2011).

The communication styles of indigenous students are unique such as values regarding
obedience, conformity, language and social relationships and can lead to and can be
misinterpreted as misbehaviour with negative impacts on teacher-student relationships (Jones
and Harris-Roxas, 2009). One social-emotional feature that affects the school behaviour of
Indigenous students is that related to the issue of shame (Harrison, 2008). A sense of shame
often is seen as a reluctance to speak up or step forward in classroom activities. Collaborative
rather than individual classroom activities can offset this issue. The ‘right to pass’, which
affirms students’ choice in determining if and when they wish to contribute to group
discussion, was found to be especially valuable for overcoming ‘shame’ and encouraging
student ownership (Dobia and Roffey, 2017).

The inclusion Aboriginal staff has also been one important factor in helping build strong
relationships with Aboriginal and Torres Islander students. An Indigenous Education Worker
has considerable respect in the local community and can help facilitate effective
communication with parents and also have a role in ensuring that cultural protocols are
respected (What Works, 2011). School that employ aboriginal teacher aides are seeing
positive results (Herbert, 2015).

It is also important to avoid stereotyping of indigenous learners on the basis of comparisons

with non-indigenous students. This can come in the form of teaching for indifference and
equity or creating a “Silent apartheid” as described in Rose, 2015.

Buckskin, 2015 noted that Aboriginal English should be seen as the first language for many
Indigenous students and as such they should be respected as LOTE students similar to
students from migrant backgrounds. Respect of language is essential part of respect for
culture.

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Displaying local Aboriginal artwork and Aboriginal and Torres Strait Islander flags,
acknowledging country and inviting elders to provide official welcomes to country at
important events, consulting community members on matters of protocol and providing
support for curricular activities that teach indigenous students about their cultural heritage are
all actions that can be taken by schools to increase belonging for indigenous students (Dobia
and O’Rourke, 2011).

All governments have committed to individualised learning strategies for students at risk of
not achieving their full potential. In December 2016, COAG leaders reiterated the importance
of individualised learning strategies for students at risk of not achieving their full potential

As a teacher I will not only comply with 1.4 and 2.4 of the standards but take all my
preservice learning on board, stop bullying in its tracks and always promote aboriginal
history in a correct and authentic way. Cultural awareness and competence is essential. I will
implement cross‐cultural teaching strategies, such as building Indigenous perspectives into
the curriculum and using the expertise of the Indigenous community when possible. I will
have high expectations for all students and apply eight ways learning to my KLA of
mathematics where I can see relevance. My main concern will be in promoting every students
cultural identity and “teaching for difference” but with a common goal of getting the best
from my students whatever background they have. I am only a beginner on this journey to
teaching but this unit has set the stage for guidance in teaching Aboriginal and Torres Strait
islander students. My main concern will be building strong and positive relationships with
students, with carers, with the non-indigenous students and most importantly the aboriginal
community to increase learning success and retention.

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References

ACARA (2016) Aboriginal and Torres Strait Islander Histories and Cultures. Retrieved from
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curriculumpriorities/aboriginal-and-torres-straitislander-histories-and-cultures/
Australian Association of Mathematics INC., 2011, ‘Make it Count Newsletter No. 6’,
viewed 2 April 2012, 12
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Buckskin, B. Chapter 11, Indigenous students: The important relationship between

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