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Special Compilation Issue November 2011
Welcome to the IERU. This special issue contains examples of IERU resources taken from archived issues. Previous archived isues are availabel here.
Literacy
ACER Research Monograph No. 65: Literacy and Numeracy Learning: Lessons From the Longitudinal Literacy and Numeracy Study for Indigenous Students
This study showed that while the average achievement of Indigenous students in the study was lower than that of non-Indigenous students on English literacy and numeracy assessments across the final four years of primary schooling, the results demonstrated significant variability in achievement within the groups. Many Indigenous students achieve as well as or better than the average performance of all students. The findings reflect the importance of isolating critical school-level factors that support Indigenous students to achieve highly at school.
Link to resource
The achievement of Australia’s Indigenous students in PISA 2000–2006
This report focuses on the achievement of Indigenous students and their performance in PISA. It concludes that raising the performance of Indigenous students and closing the gap between Indigenous and non-Indigenous students needs to be addressed using different approaches than those that have been used to date.
Reference: De Bortoli, L. & Thomson, S. The achievement of Australia’s Indigenous students in PISA 2000 – 2006, ACER Press 2009
Link to resource
Bigges Mob Mirlimirli Teaching Two Way: Codeswitching Cultures and Dialects
This articles, written by Carolyn Bevan (Kija/Nyulnyul) and Denise Shillinglaw, describes a Broome Senior High School program designed for groups of Year 11 and 12 Aboriginal students aimed to re-engage students whose literacy in Standard Australian English was underdeveloped, yet who possess skills in their own culture which give them the potential to achieve.
Link to resource
SCIENCE & Literacy
PrimaryConnections: Linking science with literacy
The PrimaryConnections Indigenous perspective framework is based on national research findings and acknowledges peoples’ differing worldviews. It aims to accelerate science and literacy learning outcomes for Indigenous students. The framework includes: a teaching and learning guide; curriculum unit links to relevant Indigenous perspectives; and a professional learning module to support teachers’ development and implementation of relevant, contextualised curriculum with embedded Indigenous perspectives.
Link to resource
Using Data
What Works Core Issues Paper 9: Using data to close the gap
This What Works core issues paper is about using evidence to assist in making decisions designed to close the gap in Indigenous student outcomes. Schools are more and more involved in conversations based around data. Two constant themes running through these conversations are improvement and accountability - how can schools can best allocate the resources they control to achieve improved Indigenous student outcomes? Answering this question requires the capacity to interpret and act on evidence about what works. The paper is designed to help build the capacity of schools to take action informed by evidence.
Link to resource
What Works Core Issues Paper 10: Personalised Learning Plans
The What Works This Core Issues paper aims to assist teachers and schools to deliver effective personalised learning to Aboriginal and Torres Strait Islander students. Covers matters such as what is personalised learning, what are personalised learning plans, integrating PLPs into the teaching and learning cycle, four key questions to answer when constrcuting PLPs, and developing and implementing PLPs at the whole school level.
Link to resource
Early Childhood
Early childhood and education services for Indigenous children prior to starting school
Resource sheet no. 7 for the Closing the Gap Clearinghouse, Margaret Sims, May 2011. A discussion of what works in early childhood: High-quality early intervention/education improves children’s lifelong outcomes across all areas—education, health and wellbeing. Early intervention/education is more effective when it addresses children’s and families’ learning needs taking into account the contexts in which they live. Closing the gap in outcomes between Indigenous and non-Indigenous Australians requires a focus on early intervention/education of Indigenous young children (from birth), their families and communities.
Link to resource
Families as First Teachers
The NT Families as First Teachers-Indigenous Parenting Support Services Program builds family knowledge of early learning through active engagement in quality early childhood education programs. Play based programs support families through modelling, side by side engagement and discussion. Resources have been developed to give families information about how young children learn and how parents can make the most of everyday opportunities. These resources can be used in group or individual family settings.
Link to resource
Mathematics & Numeracy
Papers from the Proceedings of the AAMT MERGA Conference Practices July 2011
Listed on the 'Make it Count' site - a site devoted to developing an evidence base of practices that improve Indigenous students’ learning in mathematics and numeracy. Various papers extracted from the Proceedings of the recent AAMT-MERGA conference held in Alice Springs, 3-7 July 2011. Useful papers including some good perceptions of the role of Aborignal Teaching Assistants, eg: Insights from Aborignal Teaching Assistants about the impact of the Bridging the Gap Numeracy Project in a Kimberley School and Making a Difference for Indigenous Students.es
Link to resource
Numeracy, Mathematics and Indigenous Learners: Not the same old thing
This paper begins with two narratives: the first from an Aboriginal mathematician and the second from a non-Aboriginal teacher. The two stories are woven together to draw out the notion of culturally responsive mathematics pedagogy and what this might mean for educators working with Indigenous students in the teaching of Western mathematics to close the two-year gap in learning outcomes
Link to resource
Footy Stats
The ABS Footy Stats program provides a fun and interactive introduction to the world of statistics. The program involves children participating in a range of footy activities and learning how to collect, analyse, interpret and communicate basic statistical concepts with the guidance of a facilitator. Includes a facilitator's guide, activities, activities and resource sheets.
Link to resource
MilbadjungaSmart Money
The Milba Djunga website has been specifically developed to help teachers of Aboriginal and Torres Strait Islander students, teach consumer and financial literacy. The site uses interactive online Learning Objects and includes teacher and student notes.
Link to Resource
Leadership
Stronger Smarter: Getting Closer
This series of three 26-minute studio chat shows is hosted by Dr Chris Sarra, Director of the Stronger Smarter Institute. The series comprises three programs: 1. Indigenous Elders; 2. Indigenous Students; 3. Indigenous Educators. It focuses on questions such as: ‘How do we improve the educational outcomes for Indigenous students?’and ‘How do we achieve quality teaching in our classrooms, a quality environment in our schools and a quality supportive context in our communities?’.
Link to resource (video downloads and a facilitator guide that supports the video in school planning and professional development)
From Surviving to Thriving: A Dare to Lead guide for newly appointed principals
Working as the principal of a remote community school can be exciting, challenging and rewarding, especially for new principals. This guide has been compiled to assist principals preparing for their first posting to a remote community school.
Link to resource
Teacher and school leader quality and sustainability
This Closing the Gap Clearinghouse Issues paper no. 3 by B Mulford discusses the similarity between recent research on teacher and school leader quality and sustainability, and the more broadly recommended policy and practice in Indigenous education and proposes teachers and school leaders are most effective when they: understand what is happening in the broader community and the implications this has for schools (being contextually literate), run their schools in ways that respond positively to their community (being organisationally savvy), act with others, pursue a consistent vision over time, focus on areas they can influence, use evidence to support change and use a range of leadership styles (being leadership smart).
Link to resource
School-Community Partnerships
The 'School and community: working together' series from What Works
These materials are working documents intended to support partnerships between Indigenous communities and schools. They are based on the notion that 'you can't have a partnership without a relationship and you can't have a relationship without a conversation'. A booklet for school staff has that title, as does one for Indigenous parents and communities. There are also four other leaflets intended to assist Indigenous parents and communities with their discussions.
Link to resource
Transition & Completion
School readiness: what does it mean for Indigenous children, families, schools and communities?
This Closing the Gap Clearinghouse Issues paper no. 2, by S Dockett, B Perry and E Kearney, evaluates the quality of available evidence on strategies for improving school readiness. School readiness for Indigenous Australian children is investigated from the basis of the strengths of all concerned—children, families, educators and communities. Research is analysed and an overview of programs are described.
Link to resource
Closing the completion gap for Indigenous students
Resource sheet no. 6 for the Closing the Gap Clearinghouse by Sue Helme and Stephen Lamb, January 2011. Research in Australia and overseas points to three broad strategies that have shown to be effective for increasing engagement, achievement and school completion among Indigenous students: building a school culture and leadership that acknowledges and supports Indigenous students and families; school-wide strategies that work to maintain student engagement and improve learning outcomes; student-focused strategies that directly meet the needs of students at risk of low achievement or early leaving.
Link to resource
Digital Resources
Using The Le@rning Federation digital curriculum resources to enhance the education of Indigenous students
The Le@rning Federation (TLF) makes available hundreds of digital curriculum resources to help teachers embed Indigenous perspectives across all curriculum areas and to provide opportunities for students to learn from Indigenous content.
Link to resource
The Arts
National Gallery of Victoria Tradition and Transformation website
A dynamic dialogue between the Australian Indigenous artist, their art works, students, teachers and the wider community.
The education unit Identity enables students to learn about Indigenous art and cultures and includes four topics: Exploring identity, Symbols, Colour line and shape, and Personal portraits. Referenced to specific artists, art works with film clips, interviews and information relating to their country and Dreaming.
Link to resource
National Gallery of Australia – indigenous art
Designed to foster a greater understanding and knowledge of visual art and the creative process as well as increase student sensitivity to cultural differences and cultural identity. Online resources related to Indigenous Australian art include education kits, teachers notes and slideshows
Link to resource
General
National Museum of Australia - Yiwarra Kuju: The Canning Stock Route EDUCATION KIT
An education kit with Information and activities that complemented the National Museum of Australia exhibition 'Yiwarra Kuju: The Canning Stock Route'. The kit can be used as a stand-alone resource. It tells the story of the Canning Stock Route's impact on Aboriginal people, and the importance of the Country that surrounds it. Designed for students from Years 5 to 9 in History, Society and Environment, Indigenous Studies, Visual Arts, Literacy, Civics and Citizenship, Science learning areas.
Link to resource
Serpent Tales
A series of plays and comics with lesson plans as part of an Australia-wide campaign to show young people the right way to build respectful relationships.
Link to resource
Games
Australian Spors Commission - Yulunga: Traditional Indigenous Games is a selection of games and activities from Aboriginal and Torres Strait Islander societies all around Australia.
Link to resource
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