Assessment description 

2 clearly related activities for use in a teaching program.

8 mins presentation duration

( therefore

between 7 mins 12secs and 8 mins 48 secs); 1600 words equivalent in presentation (verbally and written within presentation

eg.

image with a caption; ppt slide)

This assessment requires you to work individually or in groups (two to three students) to attend an Indigenous community organisation where you live or study to learn about a service through Indigenous peoples affiliated with or working with the organisation. The aim is to learn as much as possible while meeting with the community/service, so you can develop a comprehensive presentation about how this service/community informs your future teaching.

Assessment details

You must be respectful and follow the agreed practices when working with Indigenous communities and peoples.

This assignment is about connecting with and deepening cultural and relational knowledge, which is a shared process between you, your peers and your Online Facilitator (OF).

The two activities you develop will leverage this new knowledge and experience so that it links to curriculum content.

Your unique journeys will raise issues and ideas as well as provide the basis of experience which might be shared with future students and inform teaching curricula. Your capacity to be open, grounded, warm and humane will determine the quality of this experience in cultural learning. It’s learning by doing. 

Complete the following steps to develop your assessment.

Researching an Indigenous agency/Indigenous program

In groups or individually, you are required to identify a local Indigenous agency or organisation that showcases Indigenous cultures and histories. Conduct research into the cultural knowledge and perspectives being showcased. Also identify the role and functions of the agency and develop the following as the basis of your presentation:

An assessment of how the work carried out by the agency is relevant to teachers.

T

wo

clearly related activities for use in a teaching program which incorporates and embeds Aboriginal and Torres Strait Islander perspectives through the aims and strategies developed.

Demonstrate how the activities draw on and build on the knowledge gained from researching the agency and the cultural knowledge and perspectives showcased.

Use appropriate teaching approaches and pedagogy reflecting Indigenous ways of knowing and learning and meet curriculum requirements.

See 8 Ways Pedagogy Dr Tyson

Yunkaporta

or Stronger Smarter Institute QLD Dr Chris Sarra; or Pedagogy of the Oppressed by Paulo

Friere

or any others you find internationally (First Nations) or nationally. 

Indicate and demonstrate the curriculum/learning areas along with the Indigenous pedagogies used.

Reference and provide details for the agency, program, community or group.

Remember your organisation/event/program community or group doesn’t have to be related to education. It could be related to health, sport, spirituality, art, cooking, community welfare – pick something you are interested in.

Suggested structure of presentation

Acknowledgement of Country.

Overview of organisation, including its goals, approaches, etc.

A critical reflection 

on the work carried out by the organisation/group/program that is relevant to teachers.

Description of your

two

activities (not lesson plans) that link to the following:

What Indigenous knowledges are they drawing on?

ACARA Curriculum.

Class level or age group.

Draw everything together in a short conclusion and consolidate your learning.