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National Reconciliation Week 2024

reconciliation journey. Aboriginal and Torres Strait, the responsibility of teachers to meet the learning needs and aspirations of all Aboriginal and Torres, in order to teach Aboriginal and Torres Strait Islander students and to teach all students about Aboriginal and Torres Strait Islander languages, history and culture. View Focus Area, Communicate and engage with Aboriginal and Torres Strait Islander

https://www.aitsl.edu.au/campaign/national-reconciliation-week-2024

How do I make sure what I plan is appropriate for students in a remote community setting?

Aboriginal and Torres Strait Islander educators provide learning suggestions relevant to cultural knowledge. They understand local ways of being, knowing and doing and can provide or seek advice from community members about cultural considerations and incorporating local content into the learning program. Effective planning involves teams thinking about, talking about and making decisions, (Graduate) 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students 3.1 Establish

https://www.aitsl.edu.au/tools-resources/resource/how-can-i-make-sure-what-i-plan-is-appropriate-for-students-in-a-remote-community-school

How do I choose the best ways to assess student learning in a remote community setting?

for teaching Aboriginal and Torres Strait Islander students 2.4 Understand and respect Aboriginal

https://www.aitsl.edu.au/tools-resources/resource/how-do-i-choose-the-best-ways-to-assess-student-learning-in-a-remote-community-school

How can I learn about the context I’ll be teaching in, in a remote community setting?

Remote communities and schools are places where different cultures, languages and educational experiences combine. Support is available to help non-local teachers adjust to living in a remote community and working with new colleagues. The relationships built with Aboriginal and Torres Strait Islander educators can have a positive impact on living, learning about and enjoying work in a remote, and respect Aboriginal and Torres Strait Islander people to promote reconciliation between

https://www.aitsl.edu.au/tools-resources/resource/how-can-i-learn-about-the-context-i-ll-be-teaching-in-in-a-remote-community-school

Hip hop dance

The teacher demonstrates how she designs and implements effective teaching strategies that are responsive to the local community and cultural setting of her Aboriginal and Torres Strait Islander students. Dance is popular amongst the community, and the teacher promotes technical skills and knowledge of the learning area by using Hip hop dance composition to attract and engage students, to challenge them technically and creatively, and to connect to community and local culture

https://www.aitsl.edu.au/tools-resources/resource/hip-hop-dance-illustration-of-practice

Early career Indigenous language teaching

Children at Kulai Preschool regularly engage with Indigenous language and culture, through their teachers, Aboriginal organisations and the community. The teacher is early in her career, but already has strong community connections. Cultural knowledge and strong community relationships are highly valued at Kulai Preschool. Learning the local Indigenous language is a powerful way to build and support those connections

https://www.aitsl.edu.au/tools-resources/resource/early-career-indigenous-language-teaching-illustration-of-practice

How can I make sure my teaching meets the needs of students in a remote community setting?

). Aboriginal and Torres Strait Islander educators know the students and how they learn. It, activities. Aboriginal and Torres Strait Islander educators are able to bring a cultural lens, and identity. Significant places and stories help interpret and teach vital lessons” (Aboriginal, for students to test out their ideas and prove the correct concept to themselves” (Aboriginal teacher, NT

https://www.aitsl.edu.au/tools-resources/resource/how-can-i-make-sure-my-teaching-meets-the-needs-of-students-in-a-remote-community-school

Student engagement

The teacher has created a range of opportunities for his students to engage with classroom activities, and understands the importance of catering for the diverse needs and learning needs of students from a transient remote community in South Australia. The teacher modifies tasks to allow students with English as an additional language or dialect (EAL/D) to access the lesson, and is assisted by an Aboriginal Education Worker (AEW) in ensuring that these students are supported and able to fully

https://www.aitsl.edu.au/tools-resources/resource/student-engagement-illustration-of-practice

Focused on learning

Here an early childhood teacher establishes class rules and expectations and sets up procedures that keep young children consistently focused on classroom tasks. Children transition smoothly between activities and maintain engagement with a sense of ‘ownership’ of the space and control over the pace of their learning. She recognises and responds to the Aboriginal cultural background of many of the students and supports students from low socioeconomic backgrounds through strong partnerships

https://www.aitsl.edu.au/tools-resources/resource/focused-on-learning-illustration-of-practice

Using mental computation strategies

Humpty Doo Primary School is a Northern Territory Government primary school situated 40km South-East of Darwin. The school has a student population that reflects the multicultural diversity of the surrounding community with a large number of families who speak English as a Second Language. 25% of students identify as Aboriginal and Torres Strait Islander, and a further 30% of the students have Vietnamese, Thai, Filipino, Japanese, Indonesian, Cambodian, Spanish, Dutch or Chinese cultural

https://www.aitsl.edu.au/tools-resources/resource/using-mental-computation-strategies
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