Katherine Kehoe s4489526

Assessment 1: Professional
Humanities Teaching Statement.
As a teacher I have understood that every student learns differently, it is essential to
adjust my teaching to ensure it is engaging and relevant for every student so they
can learn to the best of their ability. It is important to provide the opportunity of
cultural literacy in the classroom, as this gives the opportunity for Aboriginal
students to explore and express their culture (Shipp, C 2011). Harvie, K (2013)
explains that humanities in schools is essential for developing individuals in society
who are informed about values, citizenship, Australian and global history, geography
and economics. Humanities education also focuses on the improvement of
Aboriginal participation in the education system and the ability to create space for
Aboriginal cultures and voices in the classroom. Shipp, C (2011) mentions Ambelin
Kwaymulina who spoke at the Aate conference and expressed how important it is for
Aboriginal students to see themselves in the classroom. When an Aboriginal
perspective is included the students find themselves engaged and achieving the best
results. The article also explains the importance of sharing texts by Aboriginal
authors to provide the opportunity for powerful and authentic learning to happen in
the classroom.

The Australian curriculum for humanities and social sciences explains that it explores
the human behaviour and interaction in social, cultural, environmental, economic
and political contexts. It focuses on historical and contemporary, personal and global
contexts and considers challenges for the future. With studying Humanities and
Social Sciences, students develop the ability to question, think critically, solve
problems, communicate effectively, make decisions and adapt to change. It requires
students to understand the historical, geographical, political, economic and societal
factors involved and how these factors interrelate. (Australiancurriculum.edu.au,
2016)

The ACARA Cross curriculum priorities explain that each learning area in school can
help contribute to the Aboriginal and Torres Strait Islander Histories and Cultures.
The Cross curriculum priorities allow all students in Australia to gain a deeper
understanding and appreciation of Aboriginal and Torres Strait Islander histories and
cultures. The priorities are evident in the curriculum depending on their relevance to
the learning area. In the Australian Curriculum of English, students study literature
that can provide an opportunity to raise awareness of the cultures from Aboriginal
and Torres Strait Islander. English as well as mathematics, science, humanities and
social sciences, the arts, technologies, health and physical education languages and
work-studies all have the appropriate and relevant aspects for the cross curriculum
priorities to be incorporated in the curriculum. (Australiancurriculum.edu.au, 2016)

According to the AITSL professional standard in teaching the modules for 1.4 focuses
of strategies for teaching Aboriginal and Torres Strait Islander students. There are six
Katherine Kehoe s4489526

modules in the area of 1.4 that are useful for teachers to help develop professional
skills and knowledge about strategies that help teach Aboriginal and Torres Strait
Islander students. The modules focus on teachers developing their awareness and
understanding of professional cultural ability and knowledge about strategies for
teaching students who are Aboriginal and Torres Strait Islander. The modules also
create strategies for teachers to develop and create effective learning experiences to
include all students in their teachings.
Modules 2.4 focuses on understanding and respecting Aboriginal and Torres Strait
Islander students, teachers are to develop the skills and knowledge to celebrate,
encourage and engage the cultural identities of all students. (Curriculum.edu.au,
2016)

To conclude I do agree that humanities education is improving in schools and there

are resources and support given to encourage Aboriginal and Torres Strait Islander
students in the classroom. However indigenous education needs to be more
developed in humanities education. There needs to be a larger focus of the
indigenous perspective in humanities education as it is important for the students of
todays society to understand how the country they live in began and the history
behind it.

References:
Australiancurriculum.edu.au. (2016). Aboriginal and Torres Strait Islander Histories and Cultures -
The Australian Curriculum v8.2. [online] Available at:
http://www.australiancurriculum.edu.au/crosscurriculumpriorities/aboriginal-and-torres-strait-islander-
histories-and-cultures/in-the-learning-areas [Accessed 15 Aug. 2016].

Australiancurriculum.edu.au. (2016). Humanities and Social Sciences: Introduction - The Australian

Curriculum v8.2. [online] Available at: http://www.australiancurriculum.edu.au/humanities-and-social-
sciences/introduction [Accessed 15 Aug. 2016].

Curriculum.edu.au. (2016). Curriculum & Leadership Journal | Helping teachers support Aboriginal
and Torres Strait Islander education. [online] Available at:
http://www.curriculum.edu.au/leader/helping_teachers_support_aboriginal_and_torres_str,36825.html?
issueID=12826 [Accessed 15 Aug. 2016].

Harvie, K, 2013. The humanities curriculum in a changing world, Ethos, 21(1), pp 10-13.
Availability: <http://0search.informit.com.au.library.vu.edu.au/documentSummary;dn=256
690368067839;res=IELHSS>

Shipp, C, 2011. Why Indigenous persepctives in school? A consideration of the current

Australian education landscape and the ambiguities to be addressed in literacy teaching,
ACT: Activate, 23, 1, pp.16-21, Education Research complete, EBSCOhost, viewed 15
August 2016.