Mead_Linnea_EST203_s237572_A3_Semester_1

Assignment template
All areas of this form marked with * are essential information and must be completed
Semester*: 1
Unit Code*:EST203
Unit Name*: Teaching Indigenous Learners
Assignment Title*: Assignment 3
Date Due*: 31
st
May 2013 Submission Date*: 31
st
May 2013
Lecturers Name*: Larissa Pickalla
I declare that all material in this assessment is my own work except where there is a clear acknowledgement and reference to the work of
others. I have read the Universitys Academic and Scientific Misconduct Policy and understand its implications.*
http://www.cdu.edu.au/governance/documents/3.3academicandscientificmisconduct.pdf
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CHECKLIST*
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2 My CDU email address is activated*.
3 I have read and understood the important information on this form*.
4 I have kept a copy of my assignment*.
5 I have acknowledged and referenced the work of others*
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Mead_Linnea_EST203_s237572_A3_ Semester_1
- Current Issues
- References
- How we can change for success
- Empowering Indigenous Learners
- The Song Room
- Questions
Mead_Linnea_EST203_s237572_A3_Semester_1
- Absenteeism
- Minimal opportunities for personal development
- Lower academic outcomes than non-Indigenous
students
- Less opportunity for social engagement and
communication skills


Mead_Linnea_EST203_s237572_A3_Semester_1
an essential factor being insufficient basic education (Pascoe, in Purdie, N., Milgate, G., Bell, H.R. (eds). 2011, p. 3)
shift the learning culture of a classroom, and the learning culture of the school
(Sarra, 2006, p. 107)
- Increased attendance at school
- Higher academic outcomes for Indigenous students
- Opportunities to empower Indigenous students
Mead_Linnea_EST203_s237572_A3_Semester_1
- Initiate programs
- Improvements in well-being
- Encourage active/purposeful involvement
- Positive Indigenous student identity
- Acceptance of self/others
- Partnerships enabled
- Collaboration
Mead_Linnea_EST203_s237572_A3_Semester_1
Schools must initiate programs to engage with aboriginal parents. (Lowe, in Purdie,
N., Milgate, G., Bell, H.R. (eds), 2011, p. 24).
It allows a sharing of knowledge, skills and
information, working towards agreed outcomes
Epstein & Sheldon (as cited in Purdie, Milgate &
Bell, 2006, p. 26).
- What is it?
- What are the program benefits?
- What does it offer?
- Who does it help?
- Partnerships and collaborations
Mead_Linnea_EST203_s237572_A3_Semester_1
Music and arts are important to a childs education
(The Song Room, 2013).
- Outstanding achievements

- Recommendation

Mead_Linnea_EST203_s237572_A3_Semester_1
Mead_Linnea_EST203_s237572_A3_Semester_1
CreativeAustralia. (2011). Response to National Cultural Policy Discussion Paper. Retrieved from
http://creativeaustralia.arts.gov.au/assets/Submission%20395_Redacted_0.pdf

Devlin, B. (2011). A bilingual education policy issue: Biliteracy versus English-only literacy in Purdie, N.,
Milgate, G., Bell, H.R. (eds). Two way teaching and learning: toward culturally reflective and relevant
education. Victoria: ACER Press.

Purdie, N., Milgate, G., Bell, H. R. (2006). Two way teaching and learning: toward culturally reflective and
relevant education. Victoria: ACER Press.

The Song Room. (2013). Arts Program closes Indigenous gap in one year. Retrieved from
http://www.songroom.org.au/news/latest-news/426-arts-program-closes-indigenous-gap-in-one-year

The Song Room. (2013). The Song Room. Retrieved from http://www.songroom.org.au/home/introduction



Mead_Linnea_EST203_s237572_A3_Semester_1