Option 1: Describe the essential components that can build positive, respectful

relationships with Aboriginal and Torres Strait Islander students and improve
retention. Assess how you as a future secondary teacher will support Aboriginal student
learning, success and retention. Use key policy documents to support your argument.

Three per cent of Australia’s population are formed by Aboriginal and Torres Islander
people, and approximately 80 per cent of them are living in regional and metropolitan areas
(Department of the Prime Minister and Cabinet, 2017). There is a huge gap in the life quality
between Aboriginal and Torres Islander people and non-indigenous Australians. As
Australian Bureau of Statistics (2010) concluded that Aboriginal and Torres Islander people
are experiencing the disadvantage of low socioeconomic status, which is associated with poor
health and higher rate of health risk factors. These socioeconomic indicators include
education, employment and income. There is no doubt that education is the key to unlock
opportunities for future generations, and Aboriginal and Torres Islander young people should
be provided with high quality education as the same as all the other non-indigenous young
Australians. The Aboriginal Education Policy (New South Wales Department of Education,
2008) committed that all Aboriginal and Torres Strait Islander students receive “fair,
equitable, culturally inclusive and significant educational opportunities so that all students
obtain a high quality education as a platform for enriching their life chances and achieving
their full potential” (1.1.8).

In this essay, policies and documents related to Aboriginal and Torres Islander education will
be discussed, such as the Aboriginal Education Policy, Closing the Gap – Prime Minister’s
Report 2017, the National Aboriginal and Torres Strait Islander Education Strategy 2015, as
well the Australian Professional Standards for Teachers. Moreover, how to support
Aboriginal and Torres Strait Islander students’ learning, success and retention in educational
environment will also be discussed in the following three sections, which are relationship,
literacy and numeracy, and school attendance.

Relationship

A research found that 42 per cent of Indigenous students do not like their teachers and 39 per
cent of them expressed that they felt excluded as they feel their teachers did not care about
them (Godfrey, Partington, Harslett & Richer, 2001). The reason is believed to be that most
of the teachers bring their own value and attitudes into the classroom with limited knowledge
about Aboriginal and Torres Strait Islander people and their cultures (Partington, 2003). As a
consequence, a negative perceptions of Aboriginal students and negative relationships with
them can impact on many aspects, such as attendance (Partington, 2003; Gray & Partington,
2003), students’ school performance and behaviour issues (Partington, 2003). Cultural
competence is of vital importance to build positive relationships with Indigenous students
(Buckskin, 2015). The Australian Professional Standards for Teachers (Australian Institute
for Teaching and School Leadership [AITSL], 2012) requests teachers to “understand and
respect Aboriginal and Torres Strait Islander people to promote reconciliation between
Indigenous and non-Indigenous Australians” (Standard 2.4). Also the Aboriginal Education
Policy (New South Wales Department of Education, 2008) requires all educators to “value
and acknowledge the identities of Aboriginal students” (1.5.1). By understanding and
respecting Indigenous history, culture and experiences, the teacher established the basis for
building a positive relationship with Aboriginal and Torres Strait Islander students.

Gray and Partington (2003) pointed out that a teacher who is helpful, patient, caring,
supportive, encouraging usually find it easy to build a better relationship with the student.
Such relationship demands consistency and fairness with all students at all times as well
(Gray & Partington, 2003). Teachers ought to understand the difficulties that Aboriginal and
Torres Strait Islander students are facing with when they attend school, for example,
language requirement and different cultural beliefs. These difficulties made them feel
problematic to fit into the social life of school (Gray & Partington, 2003). Therefore, it
requires understanding and support for teachers to successful adjust them to the school. Also,
the teacher should get to know the students through home and family background and
circumstances and extend the relationship with parents and families (Gray & Partington,
2003).

A positive teacher-student relationship plays an important role for Aboriginal students to feel
comfortable, supported and included in the classroom and thus improve their engagement for
learning (Dunstan, Hewitt & Tomaszewski, 2017). However, relationships with peers are also
vital for Aboriginal students to feel accepted or to have strong ties within the school
(Dunstan, Hewitt & Tomaszewski, 2017). Aboriginal Education Policy (New South Wales
Department of Education, 2008) requires educators to “provide all students with
opportunities to develop deeper understandings of Aboriginal histories, cultures and
languages through Aboriginal studies, Aboriginal languages and Aboriginal cross-curriculum
content in schools” (1.6.6). It helps non-Indigenous students to develop a deeper
understanding of Aboriginal culture, respect different and diverse cultures, a better
relationship with Indigenous peers and reduce racism.

Literacy and Numeracy

For Aboriginal education, literacy has been identified as a main problem for decades
(Malcolm, Kessaris & Hunter, 2003). As stated in National Aboriginal and Torres Strait
Islander Education Strategy 2015 (Education Council, 2015), literacy and numeracy is one of
the four priority areas for Aboriginal and Torres Strait Islander education and it is the
essential precursor to be successful in school and move into future employment. However,
the data collected in 2016 from the National Assessment Program – Literacy and Numeracy
(NAPLAN) showed that for Indigenous students, across the eight areas, which are literacy
and numeracy for Years 3, 5, 7, and 9, only the Year 9 numeracy has reached the national
level (Department of the Prime Minister and Cabinet, 2017). Compared to the data from
2015, although only one of the eight areas was on the track in 2016, half of the eight areas
represented statistically distinct progresses (Department of the Prime Minister and Cabinet,
2017). Nevertheless, the gap in NAPLAN achievement remains for Aboriginal and Torres
Strait Islander students and non-Aboriginal students.

The yarning circle is an activity that all participants sit in a circle and share stories,
experiences, ideas and feelings (Mills, Sunderland & Davis-Warra, 2013). Harrison and
Sellwood (2016) examined the case where teachers run a weekly yarning circle at Blacktown
Girls High School, and they invite local Aboriginal community members into the school to
share their knowledge with students. And the results turned out that Aboriginal students who
joined the yarning circle are confident and willing to share their knowledge and represent
their culture (Harrison & Sellwood, 2016). Yarning circle is an effective pedagogy for
Aboriginal and Torres Strait Islander students to enhance their self-confidence by watching,
listening, and learning through community gatherings, and from story sharing and
experiences. It is also helpful for them to improve literacy skill through oral communications.
At the same time, non-Indigenous students can learn Aboriginal cultures from Aboriginal
students. This conforms with the Aboriginal Education Policy 1.1.3 and 1.2.2 (New South
Wales Department of Education, 2008), which is “the department is committed to increasing
knowledge and understanding of the histories, cultures and experiences of Aboriginal and
Torres Strait Islander people as the First Peoples of Australia” and “Education about
Aboriginal Australia for all students”.

Moreover, another strategy is to link Aboriginal English as reference when teaching standard
English. Malcolm et al. (2003) mentioned that teachers should teach the differences between
the standard and Aboriginal forms explicitly and acknowledge the different use of different
terms. By linking literacy to Aboriginal English, non-Aboriginal students will be able to
recognise and respect it as a repository of Aboriginal cultural meaning (Malcolm et al.,
2003).

Furthermore, individualised learning strategies, also known as Personal Learning Pathway, is

suggested to support individual needs (Department of the Prime Minister and Cabinet, 2017).
All Aboriginal and Torres Strait Islander student has a Personal Learning Pathway
coordinated by the teacher and collaborated with the student, parents, and the school
Aboriginal Education Officer (AEO) to design a plan that contains two or three specific goals
aimed to enhance student engagement and success at school (Harrison & Sellwood, 2016). To
improve literacy and numeracy skills, goals can be set based on the national literacy and
numeracy standard. Harrison and Sellwood (2016) also pointed out that reviews and meetings
should be held regularly between the teacher, the student, parents and the AEO to record the
development of the student and make adjustments to the plan. Also all the data will be logged
to track student progress.

School Attendance

Compare to the attendance rate for non-Indigenous students in 2016, which is 93.1 per cent,
the overall attendance rate for Indigenous students nationally was 83.4 per cent (Department
of the Prime Minister and Cabinet, 2017). Between Indigenous student attendance rate in
inner regional areas and remote areas, there is also a sizable gap. In 2016, the indigenous
attendance rate was 86.9 per cent in inner regional areas and 66.4 per cent in very remote
areas (Department of the Prime Minister and Cabinet, 2017). According to the Aboriginal
Education Policy (New South Wales Department of Education, 2008), it is requested for all
educators and education systems to “Increase the participation and retention of Aboriginal
students in schools” (1.3.1).
Many factors can impact on Aboriginal and Torres Strait Islander students’ school
attendance, including sense of self, school environment, family and community support,
literacy and so on (Gray & Partington, 2003). Teachers and schools should work with
families and communities to encourage and support students to go to school on a regular
basis (Department of the Prime Minister and Cabinet, 2017). Gray and Partington (2003)
examined the success of the high attendance rate for Aboriginal and Torres Strait Islander
students in a public school in Western Australia. The school established a positive
relationship and consulted with the Aboriginal community. Also Aboriginal culture was
recognised and rooted in the school’s daily procedure. To be concluded, it is likely for the
school to achieve success if the community is successful involved in the school, the teachers
and all other staffs respect the Aboriginal culture and the value of Aboriginal community, and
create an atmosphere that Indigenous students can sense a feeling of belonging in the school
(Gray & Partington, 2003). Communities share inspiring stories with students, help to support
schools to extend students’ potential, develop their skills and also create a positive learning
environment (Milgate, 2016). Moreover, the partnership between the school and the
community can bring other benefits, such as cultural learning, wellbeing activities, sporting
opportunities, leadership opportunities, work experience and so on.

In addition, low attendance may effect literacy level for Aboriginal and Torres Strait Islander
students, and poor level of literacy skills may exist mutual effect to truancy issues (Harrison
& Sellwood, 2016). Harrison and Sellwood (2016) indicated that Indigenous children use a
different language or Aboriginal English at home, and many of them do not go to school
regularly. Continuous praising students in the class can enhance their willing to learn and
engage better in class activities (Harrison & Sellwood, 2016). Gray and Partington (2003)
pointed out that Aboriginal students have a high chance of feeling stupid and frustrated when
they cannot read or write properly, thus increasing their unwillingness to attend to school.
However, if the teacher constantly praising students, it is beneficial for Aboriginal and Torres
Strait Islander students to build their self-confidence, create a positive perceptions of school,
and increase their motivation for attending school. By encouraging engaging and positive
school experiences, the retention rates and school performance among Aboriginal and Torres
Strait Islander students can be improved (Gray & Partington, 2003). Engaging Aboriginal and
Torres Islander students in learning will be discussed more in detail in the next section.
Conclusion

Apart from all strategies mentioned in the above sections, 8 Ways of Learning is a pedagogy
from Western New South Wales to allow teachers to include Aboriginal and Torres Strait
Islander students in learning based on their ways of perceiving knowledge (Department of
Education and Communities, 2012). Aboriginal students have their own preferred way of
learning, such as working in groups and learning through observation (Gray & Partington,
2003). 8 Ways framework includes eight pedagogies linking narrative based learning,
modelling and scaffolding techniques, using of indirect and interdisciplinary approaches,
land-based learning, connectedness to community, hands-on learning, visualisation of
pathways of knowledge, and association with images and metaphors. And all these
pedagogies are interconnected to each other as well as conform with the most Aboriginal
knowledge and ways of thinking (Department of Education and Communities, 2012). It
would be effective to implement 8 Ways framework in classroom and make adjustments to
suit into different settings to improve engagement in learning and achieve their full learning
potential.

In conclusion, Sarra (2011) pointed out that overall movement for Aboriginal education is
very limited and efforts still need to be made by educators. Teachers should be supported by
school policies to achieve a greater community participation, and implementing effectual
teaching strategies to enhance Aboriginal and Torres Strait Islander students’ literacy and
numeracy competency, improved school attendance, and provide a more inclusive and
engaging learning experience (Sarra, 2011). Moreover, it is significant for educators to reflect
and evaluate the effectiveness of their own teaching practice to improve Aboriginal education
quality (Sarra, 2011).
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