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MakingConnections

Indigenous perspectives

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Indigenous perspectives

Facilitator/s:

Date:

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Acknowledgement of Country

I respectfully acknowledge the past and present traditional owners of this land on which this meeting takes place.

I also acknowledge the contributions of IndigenousAustralians and non-Indigenous Australians to the education of all children and people in this country we all live in and share together – Australia.

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Workshop purpose

You are here to develop your knowledge and understanding

of Indigenous perspectives in science education and to

experience their application in PrimaryConnections

curriculum units.

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Workshop outline

INTRO: Purpose, outline, outcomes(5 mins)

ENGAGE: To capture participants’ interest and elicit beliefs and current ideas(15 mins) about Indigenous perspectives in science education

EXPLORE: Explore the purpose of Indigenous perspectives in science (20 mins) education

EXPLAIN: Explain the PrimaryConnections Indigenous perspective(20 mins) framework

ELABORATE: Plan curriculum units using Indigenous narratives or web resources (20 mins)

EVALUATE: Summarise, reflect and evaluate(10 mins)

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Outcomes

On completion of this module participants will be able to:

• describe the ways in which Indigenous perspectives have been incorporated into the PrimaryConnections programme

• plan curriculum units using Indigenous narratives or web resources.

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Where are people ‘coming from’?

‘…the things you ‘know’ are limited by what you can ‘see’, and what you can see is limited by where you are looking from. When you are shown how to look at the world through a different window, you realise that some of the things you have always ‘known’ are things you have actually assumed.

When you understand where someone is ‘coming from’ you have more chance of connecting with that person and having productive dialogue.’

Deadly Yarns: Deadly Yarns: Education Department of Western Australia,Education Department of Western Australia,Catholic Education Office of Western Australia,Catholic Education Office of Western Australia,and the Association of Independent Schools of Western Australia, 2000.and the Association of Independent Schools of Western Australia, 2000.

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The Macquarie Library, Macquarie Atlas of Indigenous Australia, Macquarie University NSW, 2005.

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Research findings

The PrimaryConnections Indigenous Perspective framework is based on national research findings and collaboration with Aboriginal and Torres Strait Islander groups, cultural consultants, Indigenous education and linguistic experts and other stakeholders.

Throughout PrimaryConnections the term ‘Indigenous’ refers to the Aboriginal and Torres Strait Islander people of Australia.

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Establish

Links with the local Indigenous community

Where possible, it is important to establish links with local Indigenous community members to access contextualised, relevant Indigenous perspectives.

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The PrimaryConnections Indigenous perspective framework:

– aims to accelerate science and literacy learning outcomes for Indigenous students

– aims to increase non-Indigenous students’ and teachers’ awareness and understanding of Indigenous perspectives

– acknowledges the differingworldviews of Indigenous andnon-Indigenous Australians.

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The PrimaryConnections Indigenous perspective components

1. The PrimaryConnections Indigenous perspective framework.

2. A professional learning module to support teachers’ development of relevant, contextualised curriculum with embedded Indigenous perspectives.

3. Curriculum unit links to relevant Indigenous perspectives.

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Six key concept areas

The PrimaryConnections Indigenous perspective is underpinned by six key concept areas represented by the windows in the Indigenous Perspective section on the PrimaryConnections website.

Each concept button links to further information and resources to support teachers.

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Middle Swan Primary School pilot (WA)Term 4, 2007

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Narrogin Primary School pilot (WA)

Term 4, 2007

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PrimaryConnections Interim Research and Evaluation Report 15

Research question:

Is the achievement on literacies of science and science processes by PrimaryConnections students greater than that of students from non-PrimaryConnections classes in equivalent schools?

Science programme Number of students

Number of schools

PrimaryConnections classes

905

Comparison classes 562

Total 1467 26

Other research data:

• Jurisdiction of schools – WA (1113 students) QLD (354 students)

• 747 (51%) were male and 710 (49%) were female

• 306 (21%) were of a Language Background Other than English (LBOTE)

• 112 (8%) were of Aboriginal or Torres Strait Islander descent (ATSI)**

**Due to small number, caution is needed when interpreting results.

Term 4, 2007

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Research results – Literacies of science

Mean of literacies of science scoresfor sub-groups of year 5-7 students

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2

4

6

8

10

12

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All** ATSI** LBOTE** Males** Females**

Sub-group

Mean

sco

re /

25

PrimaryConnections

Comparison

** p<.01

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Research results – Processes of science

Mean of processes of science scoresfor sub-groups of year 5-7 students

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2

4

6

8

10

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All** ATSI** LBOTE Males** Females

Sub-group

Mean

sco

re /

24

Primary Connections

Comparison

** p<.01

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Planning curriculum units using Indigenous narratives or web resources

Everyone is waiting for the 'big rain' to arrive. All the signs are there but the week drags on.Finally on Saturday evening wonderful, cool, wet rain comes pouring down.

When Ernie spends a year in Arnhem Land he writes to his friends at the beginning of each of the six Arnhem Land seasons.

Tiddalik, a giant frog, drinks all the water and the animals must make him laugh so the water will spill out and end the drought. However, all the animals cannot raise a giggle – until Platypus comes out of her hole.

Waterlilies are a rich Indigenous food source. The book tells the story of the development, harvesting and processing of waterlilies, and the importance of the seasons to their growth.

Cover images reproduced with permission.

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Doing science

‘Indigenous perspectives in the context of science breaks down the barriers … it bridges the ‘us and them’ dichotomy.’

‘The pilot was about student X overcoming the failure syndrome and spending a lot more time in the classroom because of his success in science.’ ‘I can see so much benefit for the

students … Indigenous students are more engaged in the learning, it enables them to have a voice, they are participating more, they are putting their hands up, asking questions, even the shyest students came forward and talked about what they knew about plants.’

‘One of the Indigenous students, whose attendance record is normally extremely erratic, was at school every Thursday for science during the pilot.’

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‘… is critical because it makes a difference to academic

achievement and fosters in students a sense of belonging

and self-worth.

In addition, engaged learners are doers and decision-makers who

develop skills in learning, participation

and communication that will accompany them

throughout adulthood.’

(AESOC Senior Officials Working Party on Indigenous Education. Australian Directions in Indigenous Education, 2005 – 2008 p17)

Engagement

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In summary

The PrimaryConnections Indigenous perspective framework:

• aims to accelerate science and literacy learning outcomes for Indigenous students

• aims to increase non-Indigenous students’ and teachers’ awareness and understanding of Indigenous perspectives

• acknowledges the differing worldviews of Indigenous andnon-Indigenous Australians

• fosters in students a sense of belonging and self-worth

• enriches the learning of science for all students.