1 MakingConnections Indigenous perspectives

2 Facilitator/s: Date:

3 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 Indigenous Australians and non-Indigenous Australians to the education of all children and people in this country we all live in and share together – Australia.

4 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.

5 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)

6 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.

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

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

9 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.

10 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.

11 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 and non-Indigenous Australians.

12 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.

13 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.

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

15 Narrogin Primary School pilot (WA) Term 4, 2007

16 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 programmeNumber of students Number of schools PrimaryConnections classes 905 Comparison classes562 Total 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

17 Research results – Literacies of science ** p<.01

18 Research results – Processes of science ** p<.01

19 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.

20 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.’

21 ‘… 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

22 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 and non-Indigenous Australians fosters in students a sense of belonging and self-worth enriches the learning of science for all students.