Synopsis of the Evidence

This evidence document consists of varied sections from a sociological issue and impact
essay that I have composed. Its purpose was to investigate the sociological issue of ethnicity
in Australian schools, and the ethical responsibility of the teacher to cater for and respect
the diversity of learning and culture of students. Appropriate teaching and learning
strategies have been explored, as well as, engaging with families and communities.

Sociological issues and impacts
Therefore, strategies need to be implemented to increase parental and community
involvement. Parents need to feel comfortable in the school before they can become
involved with it (Harrison, 2011). Teacher behaviour will influence parent perception of the
school environment, therefore, teachers need to recognise their views of Aboriginal people
and to break free of any prejudice they may have, to avoid antagonising thoughts about
race in order to develop harmonious relationships with Aboriginal families and communities
(Harrison, 2011; Marsh 2010). A whole school approach to promoting a PaCE (Parental and
Community Engagement) program and involving a local Aboriginal Education Advisory
group, will help Aboriginal families to participate with the school to help improve
educational outcomes of their children (Harrison, 2011). Harrison (2011) states that also
having strong evidence of Aboriginal cultures around the school help to build family and
community trust as well as promoting positive student participation (p.173). To promote
this would be to have: Aboriginal culture and language incorporated into the classroom;
Elders and other members of the community to teach and participate in curriculum
activities; acknowledgment of country explicit in the school pedagogy (Harrison 2011).
Students that are able to participate in their spoken language, spiritual and social activities
were more likely to view the school curriculum as more relevant and achieve higher
(Freyberg, 2013). To build strong cultural identity is to recognise and include Aboriginal
languages and Aboriginal English into the classroom, this helps to improve competency in
Standard English, and improve measures of pride and wellbeing in the Aboriginal students
(Parliament of the Commonwealth Australia, 2012).
Comment [RS1]: Sub-standard 3.7
Understanding the need to implement
strategies to help families to become more
involved with the school and the educative
process.

Comment [RS2]: Sub-standard 7.3
Ethical approach to building partnerships
with Indigenous families and communities.
Comment [RS3]: Sub-standard 2.4
Showing respect towards Aboriginal and
Torres Strait Islander families in order to
build positive relationships.
Comment [RS4]: Sub-standard 7.3 and
7.4
Demonstrating a strategy to working with
families and the wider community for the
purpose of developing better practice in
negotiation with the families and
community.
Comment [RS5]: Sub-standard 3.7
This strategy encourages parental/carer
engagement with the educative process

Comment [RS6]: Sub-standard 1.4
Demonstrating a strategy that incorporates
the impact of culture on education for
teaching indigenous students.

Comment [RS7]: Sub-standard 4.1
This strategy also demonstrates the
understanding of how this method can
foster positive student participation.
Comment [RS8]: Sub-standard 7.4
Evidence of including and engaging with
the community to help build on teaching
practice.

Comment [RS9]: Sub-standard 2.4
Showing respect to the Indigenous culture
and languages through incorporating them
into the classroom.
Comment [RS10]: Sub-standard 1.4
Evidence of understanding the positive
impact of including indigenous language on
indigenous students education.
Understanding and recognising the cultural and linguistic backgrounds of Aboriginal
students allows for teachers to better support these children through the inclusion of
bilingual programs, which will help to improve attendance and engagement (Parliament of
the Commonwealth Australia, 2012). One such program that can be incorporated into the
school is Language Nests, it is run by local Indigenous language speakers where students
attend the program to learn the local language and culture, the objective is to foster cultural
identity and bridge languages preventing barriers from existing between the cultures
(Parliament of the Commonwealth Australia, 2012).
Because the Aboriginal culture is different from our own, it can be expected that Aboriginal
children will learn differently and have different experiences, so it is necessary to
understand how knowledge is taught and learnt in their culture so it can be adapted into the
classroom. Indigenous students prefer learning by observation, imitation, trial and error,
modelling, and context-specific activities (Harrison, 2011; Marsh, 2010). Ways in which
these styles can be incorporated into classroom practice is to work in collaborative groups,
this way they can learn from one another where they can try new skills with confidence
(Harrison, 2011). Problem-solving and inquiry-based learning strategies are not very
successful with Aboriginal children; they believe that the teacher is being insensitive to their
learning when they are to work individually, and that knowledge cannot be challenged,
because at home knowledge is expected to be repeated and passed on (Harrison, 2011).
Aboriginal students will engage and behave better if the teacher does not shout or act to
bossy by asking too many questions to them as an individual, and are always correcting
them (Harrison, 2011). Overall, the best teaching and learning occurs in a positive and
encouraging environment where a child can learn about themselves and the world.
Comment [RS11]: Sub-standard 2.4
Demonstrating knowledge of respect for
Aboriginal languages.
Comment [RS12]: Sub-standard 1.4
Teaching strategy of Aboriginal language
inclusion in teacher practice.
Comment [RS13]: Sub-standard 4.1
Supporting student participation with this
strategy.
Comment [RS14]: Sub-standard 7.3
and 7.4
Engagement with parents/families and the
wider community.
Comment [RS15]: Sub-standard 1.4
Evidence of responsiveness to students
with diverse linguistic backgrounds by
incorporating a communal learning
strategy. Incorporation of aboriginal
language and culture as a teaching
strategy.

Comment [RS16]: Sub-standard 2.4
Demonstrating knowledge of respect for
Aboriginal languages. Also working towards
reconciliation by incorporating all students.
Comment [RS17]: Sub-standard 1.4
Knowledge of preferred ways of learning
for aboriginal students to incorporate in
the classroom.
Comment [RS18]: Sub-standard 1.4
Knowledge of learning strategies that dont
usually work for Aboriginal students
Comment [RS19]: Sub-standard 4.3
Demonstrating understanding of how a
teacher should behave in order to achieve
positive student behaviour with indigenous
students.
Comment [RS20]: Sub-standard 4.1
Evidence of knowledge about what
environments foster inclusive student
engagement.