Annotation

Note the focus area and standard

descriptor/s the artefact /
document reflects

1.4 Strategies for teaching

Aboriginal and Torres Strait
Islander Students
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.

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 the respect for
Aboriginal and Torres Strait Islander
histories, cultures and languages.

Note the type of

artefact / document

Describe the artefact / document and

indicate the possible impact or result on
teaching and/ or student learning

Describe how the artefact /

document meet the standard
descriptors you have identified.

The presented artefact is

a University assignment
that was constructed for
the unit Indigenous
Australians in Education.

The artefact is an essay that

discusses cultural competence and
how it applies in practice in a
classroom context with a focus on
Indigenous Australia. The research
presented also discusses the
research in light of the current
educational climate of ACARA and
NSWIT - where cultural issues are at
the forefront.

Part B of the document provided

explores the theory behind integrating
Aboriginal and Torres Strait Islander
perspectives into the classroom
learning environment in a respectful
and culturally meaningful manner
(1.4)

Through undertaking this resource, I

have acquired knowledge of
Aboriginal and Torres Strait Islander
history and culture, as well as how it is
implementing cultural competence can
encourage whole student participation.
(2.4)

Artefact
Part B of: Indigenous Australians in Education (EDU01308) Assessment 2, Matthew Bale

The very definition of what cultural competence is cannot be solely derived from one direct statement. Each
definition has its own specific targeted areas which contribute to the overall definition. Although, at the very core
of each definition is the same underlining factors. This essay will aim to discuss the way cultural competence is
incorporated into the modern day learning environment and how teachers must ensure they possess the necessary
skills and abilities to implement content in a culturally competent manner, so that all students may benefit.
From the Northern Territory Department of Education, it can be seen that a variety of definitions of what Cultural
Competence is have been utilised to create a meaning that suits their needs for education. Below is an extract
from the Northern Territory Department of Education definition of cultural competence.
The ability to understand, interact and communicate effectively and with sensitivity, with people from different
cultural backgrounds. Cultural competence is a personal capability that is not necessarily innate but develops over
time. A precondition is a deep awareness of ones own identity since it involves examining ones own biases and
prejudices.
The definition continues on to state that cultural competence can be broken into four main elements: Awareness,
attitude, knowledge and skills. (Martin Vaughn, 2007, Cross et al, 1989)as cited in Perso, T (2012).
To be a cultural competent educator, the acquisition of knowledge and a sound skill base must be achieved and
implemented. Educators must have an acquired pedagogical understanding of how to best cater for their
Aboriginal and Torres Strait Islander students learning needs. Educators must design lessons and activities that
target students specific needs and enables them to communicate and acquire knowledge.

Furthermore, educators must implement classroom management strategies that will promote positive behaviours
for a safe learning environment and inclusiveness of all students. Educators need to keep in mind that some
classroom management skills may develop or flow from their own cultural assumptions, thus not being adequately
suitable for students that have a different cultural background than that of the teacher (Perso, T (2012). To
counteract this, educators must understand their own cultural background and assess any cultural bias they may
have. They must have an understanding of their students cultural backgrounds and relationships. From here a
positive, engaging, cultural responsive classroom environment can be established. The Australian National
Professional Standards for Teachers (AITSL) states that the seven key standards in which cultural responsiveness is
displayed by teachers are achieved by; understanding how their students learn, understanding the curriculum,
creating a safe and supportive learning environment for the students, providing feedback to students on their
learning, actively participate in professional learning experiences and being a active member of the school
factuality and community.
Educators must understand and know their students on a personal level, as well as their students individual and
specific needs, both cultural and learning. Educators must understand the curriculum that is to be taught, so that
they are able to make adequate adjustments to the content, thus ensuring that it will suit all students and their
individual learning needs.
Educators must also acquire knowledge of a variety of cultural groups, understand that diversity within cultures
exists, historical and modern issues within the cultures and establish a positive relationship with the student/s.
From this, Matthews et al,(2003 as cited in Perso, T (2012)), expresses that by educators being able to fully
understand their students, in particularly Aboriginal and Torres Strait Islander students, a positive and respectful

relationship with the teacher can be established. The educator can then provide the necessary changes within the
classroom that will help the development of positive, culturally significant, engaging content that caters for all
students.
As a teacher, having students of Aboriginal and Torres Strait Islander descent within your classroom means that
you must ensure that you provide adequate time and attention to these students. By implementing Indigenous
perspectives within the lessons, as well as cross curriculum integration, students are able to take time to explore
their Indigenous perspectives, as well as acquiring a sense of self worth and belonging by exploring their cultural
aspects. The Aboriginal Education and Training Policy (2008) states that, The strength, diversity, ownership and
richness of Aboriginal cultures and Custodianship of Country are respected, valued and promoted.
Cultural competence in education, particularly in regards to Aboriginal and Torres Strait Islander peoples is a vital
skill for modern educators to possess. Through getting to know ones students, and implementing a variety of
pedagogical strategies aimed at creating cultural awareness and responsiveness within the classroom, teachers
can ensure that students are exposed to the differences in culture today. By creating an open and inclusive
communication network within the classroom, students too will hopefully develop a sense of cultural competence
and acceptance.

References

Aboriginal Education and Training Policy (2008), New South Wales Government, Education and Communities.
Retrieved from: https://www.det.nsw.edu.au/policies/students/access_equity/aborig_edu/PD20080385.shtml?
level=Schools&categories=Scho

Australian Institute for Teaching and School Leadership [AITSL] (2014), Australian Professional Standards for
Teachers (Graduate). AITSL. Retrieved from:
http://www.aitsl.edu.au/docs/default-source/default-documentlibrary/aitsl_national_professional_standards_for_teachers

Northern Territory Department of Education and Training: Emedding Aboriginal and Torres Strait Islander
Perspectives in Schools; Guidelines for schools. Prioritisng Literacy and Numeracy; Literacy and Numeracy
Strategy. Retrieved from:

http://www.education.nt.gov.au/__data/assets/pdf_file/0018/15228/EmbeddingAboriginalPerspectivesInSchool
s.pdf

Perso, T (2012), Cultural Responsiveness and School Education: With particular focus on Australias First Peoples; A
Review & Synthesis is of the Literature. Menzies School of Health Research, Centre for Child Development
and Education, Darwin Northern Territory. Retrieved from:
http://ccde.menzies.edu.au/sites/default/files/Literature%20review%20Cultural%20Responsiveness%20and
%20School%20Education%20March%202012%20FINAL.pdf

The Early Years Learning Framework Professional Learning Program (2011), e-Newsletter No.7: Understanding
Cultural Competence. Retrieved from: http://www.earlychildhoodaustralia.org.au/nqsplp/wpcontent/uploads/2012/05/EYLFPLP_E-Newsletter_No7.pdf

Victorian Government Department of Human Services (2008), Aboriginal Cultural Competence Framework. October
2008.Retrieved from:
http://www.dhs.vic.gov.au/__data/assets/pdf_file/0011/580934/Aboriginal_cultural_competence_2008.pdf