EDU10005 Exemplar A3

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Selmar Institute of Education *

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Communications

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Jan 9, 2024

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Exemplar : EDU10005 Assignment 3 Required Headings Family – How Knowledge, Roles and Responsibilities are Shared Name of Experience The beginning component of this experience uses the children’s book ‘Family’ Authored by Aunty Fay Muir and Sue Lawson and illustrated by Jasmine Seymour (2020) as the link to culture and identity. Additionally, there will be an Art component to this experience as the children will use coloured pencils to draw a picture of their own family to conclude the experience. Age group 4-5 years of age. Description Following the introduction to the experience the teacher will begin with reading of ‘Family’ · The educator will then ask the community to form a Yarning circle. The teacher will explain the significance of a yarning circle. – A way to build respectful relationships through collaboration and to pass on and preserve cultural knowledge in a way where everyone is equal and has the opportunity to speak and share without judgement (referencing back to the illustration of a yarning circle in the book) · The children will then discuss and share what family means to them. They will be asked to consider how their family share their family’s knowledge, roles, and responsibilities · Referencing the book, the educator will then ask the children to identify and discuss the different ways in the story that Indigenous families, aunties, uncles, elders and ancestors share their information and knowledge (e.g. stories, songs, symbols and connection to country). Rationale Beginning with a Yarning Circle outside supports children to connect to country and participate in and understand the collaborative equal Indigenous practice of communicating and decision making (Queensland Studies Authority, 2010). Working on the premiss of the Interface Theory (Yunkaporta, 2009) the book ‘Family’ demonstrates the value of relationships and working together as a family or community passing down knowledge and the roles and responsibilities. As children reflect on their own family, what it means to them, and how knowledge, roles and responsibilities are shared it supports all children to find common ground between Indigenous and non-Indigenous Identity. This experience also links to the Early Years Learning Framework (Department of Education and Training [DET], 2019) ‘Outcome 2: Children are connected with and contribute to their world’ as they develop their own sense of belonging to their family and community and become aware of connections, similarities and differences between people. The Yarning Circle also supports children to practice inclusive ways of achieving coexistence. Resources · Picture book (Family) · Large meeting place mat placed outside prior to lesson This exemplar is to be used as a guide to direct you on your assessment. In order to maintain your academic integrity, you should not copy the exemplar in whole or in part. A high TurnItIn similarity report would lead to a breach of academic misconduct.

Exemplar : EDU10005 Assignment 3 · Paper · A range of coloured pencils Introduction To begin the experience the educator will invite the children to the garden meeting place mat and ask the children questions about family, for example, what does the word family mean to you? Who is a part of your family? What activities do you do with your family? Do you have any roles or responsibilities in your family? Strategies Children are invited to participate in the yarning circle · Use a strength-based approach that focuses on positive aspects of Indigenous culture (Stronger Smarter Institute, 2020) · Pose questions to children regarding what they could Identify from the illustrations throughout the book for example, What colours do you see? What do you notice about the land? Why do you think there are animals throughout the story? · Understand and model correct respectful terminology · Recognise and identify the relationship to place we are meeting on (Ngunnawal Country) (Harrison, N., & Greenfield, M., 2011) · Create a welcoming environment with materials that encourage investigation, curiosity, and wonder (Touhill, L., 2012) · Embed Aboriginal Pedagogies authentically into practice e.g. 8 Ways or Possum Skin Pedagogy (Atkinson, S. 2017) · As an educator engage in reflective practice (Early Childhood Australia, 2012) Conclusion To conclude the experience, the children will be invited to draw their own family to connect back to the illustrations within the book. As the children leave the experience, suggest that they extend the learning by sharing their knowledge of a yarning circle with their family and encouraging children to ask their family and community members how their family passes and shares knowledge, roles, and responsibilities. Additionally, educators may wish to continue the theme of identity and culture by creating future experiences using the other two books part of the 'Our place' series also written by Aunty Fay Muir and Sue Lawson. These books are titled 'Sharing' and 'Respect' and can be found on the Magabala Books website. This exemplar is to be used as a guide to direct you on your assessment. In order to maintain your academic integrity, you should not copy the exemplar in whole or in part. A high TurnItIn similarity report would lead to a breach of academic misconduct.

Exemplar : EDU10005 Assignment 3 Required Headings Healing from the Stolen Generations – Indigenous Perspectives on Reconciliation Name of Experience This experience uses both literacy and art resources to support children in foundation years to learn about respect and reconciliation by learning about the Stolen Generations and the ‘Healing’ process. This is a literacy experience using the picture book Stories for Simon (Sarzin. L., Briggs. L. 2015) and Art Experience using the artwork ‘Healing Country’ by Riki Salam (Healing Foundation, 2019) Age group 5-6 years of age (Foundation level) Description Following the reading and discussion of Stories for Simon the children will then observe the artwork ‘Healing Country’ by Riki Salam. The educator will begin by asking children what they think the artwork represents and allow time for discussion. The educator will then explain how Salam listened to and used the stories of the lost members of the Stolen Generations. Explaining how the artwork depicts the resilience of human spirit and Aboriginal people’s connection to the land and country to inform this artwork. Children will have time to share and discuss their thinking and ideas further as the educator poses questions such as What do you like about the painting? - What do you feel when you look at the painting? - What makes your feel that? - What might it mean? - Can you identify any of the symbols within the painting? Students will then respond to the artwork using the ‘I see… I think… I feel…’ worksheet and writing one- or two-word response to each section. Rationale This experience helps children deepen their understanding of Indigenous history and culture as they learn about the Stolen Generations and the Healing process to work towards reconciliation as a nation. This links to the Australian Curriculum (ACARA, 2018) Foundation year content descriptor "Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109)". Specifically describing and interpreting representations in a selection of artworks, for example, "how the This exemplar is to be used as a guide to direct you on your assessment. In order to maintain your academic integrity, you should not copy the exemplar in whole or in part. A high TurnItIn similarity report would lead to a breach of academic misconduct.

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Exemplar : EDU10005 Assignment 3 artworks make them think and feel in response to the artists' intentions" (ACARA, 2018) The children are supported to construct and understand knowledge in various ways as they engage with story sharing (8 Ways Pedagogy, n.d.) whilst reading and observing the illustrations within Stories for Simon. Additionally, the children are supported to unpack and understand the Stolen Generations and what 'Healing' means and looks like from the First Nations People’s perspectives whose stories the artwork was inspired by. As the children observe and reflect upon Riki Salam's Artwork 'Healing Country', they are encouraged to explore and further understand the Stolen Generations through symbols/images which show the healing and reconciliation journey (8 Ways Pedagogy, n.d.) Resources Stories for Simon picture book (Sarzin. L., Briggs. L. 2015) · Large printout of the Artwork ‘Healing Country’ (Healing Foundation, 2019) · I see… I think… I feel… worksheet (Healing Foundation, 2020) · Graphite pencils Introduction The children will be invited by the educator to read the picture book Stories for Simon which will introduce the topic of the Stolen Generations from a child (Simon’s) perspective. Allow time for children to ask questions and clarify their thinking regarding topics throughout the book Strategies Invite children to participate in the yarning circle and explain how yarning circles support fair decision making and collaborative respectful relationships (Queensland Studies Authority, 2010) · Encourage students to ask thought-provoking questions · Encourage children to collaborate and engage in meaningful discussions with one another · Incorporating Indigenous perspectives by integrating a variety of learning types and multimodal learning (QldStudiesAuthority, 2012) · Model respect for diversity and inclusion · Forming and maintaining high-expectation relationships (Stronger Smarter Institute, 2020) · Personally reflect and challenge my own knowledge, understanding and any bias of indigenous culture, histories, and perspectives to ensure I can implement an anti-bias curriculum and practice (Derman-Sparks, 1989) · Embed Aboriginal Pedagogies authentically into practice e.g. 8 Ways or Possum Skin Pedagogy (Atkinson, S. 2017) · Use questions and ethical dilemmas to consider Indigenous contemporary issues, culture, and history (Swinburne Online, 2022) This exemplar is to be used as a guide to direct you on your assessment. In order to maintain your academic integrity, you should not copy the exemplar in whole or in part. A high TurnItIn similarity report would lead to a breach of academic misconduct.

Exemplar : EDU10005 Assignment 3 Conclusion To conclude the experience the class will come together in a yarning circle and allow time for students to share their writing with one another. As children leave the experience suggest that they could find out more about the Indigenous symbols by looking through Indigenous books in the library. To further extend the children’s understanding of reconciliation and healing a further experience could be to use the book Stories for Simon as the resource and inspiration for an Arts experience by creating their own Sorry Cloud for Reconciliation Day. This exemplar is to be used as a guide to direct you on your assessment. In order to maintain your academic integrity, you should not copy the exemplar in whole or in part. A high TurnItIn similarity report would lead to a breach of academic misconduct.

Exemplar : EDU10005 Assignment 3 References: 8 Ways. (n.d.). Best Practice. 8 Ways. https://www.8ways.online/best-practice-1 Atkinson, S. (2017) Possum Skin Pedagogy: A Guide for Early Childhood Practitioners. https://fka.org.au/cms_uploads/docs/possum-skin-pedagogy--a-guide-for-earlychildhood-practitioners-- journeys-and-outcomes.pdf Australian Curriculum [ACARA]. (2018a). Australian Curriculum v.8.4. https://www.australiancurriculum.edu.au Department of Education and Training [DET]. (2019). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Retrieved from https://docs.education.gov.au/documents/belonging- being-becoming-earlyyearslearning-framework-australia Derman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young children. National Association for the Education of Young Children Early Childhood Australia. (2012, 26 August). EYLF PLP Talking About Practice Video - Reflecting on Practice - Part 1 of 4 [Video]. Vimeo. https://vimeo.com/27752059 Harrison, N., & Greenfield, M. (2011). Relationship to place: positioning Aboriginal knowledge and perspectives in classroom pedagogies. Critical studies in education, 52(1). 65–76 Healing Foundation (2020) Classroom Activity Sheet: Foundation year. Retrieved from https://healingfoundation.org.au//app/uploads/2020/05/Healing_Foundation_Scho ols_Kit_Prep_May2020_V1.pdf Healing Foundation. (2019, December 13). #BTH20. https://healingfoundation.org.au/bth20/#: %7E:text=The%20%23BTH20%20artwork %20was%20created,to%20the%20land%20and%20country. Muir, F., Lawson, S. Family (J. Seymour, Illus). Magabala Books QldStudiesAuthority. (2012, December 18). Intentional teaching (video 2 of 2): Aboriginal and Torres Strait Islander children [Video]. YouTube. https://www.youtube.com/watch?v=vqyUanInzkk Queensland Studies Authority. (2010). Dialogue Circles: Aboriginal and Torres Strait Islander Perspectives [Resource document]. https://www.qcaa.qld.edu.au/downloads/approach2/indigenous_res_dialogue_circ . Sarzin, L. (2015) Stories for Simon (L.Briggs, Illus). Penguin Random House Stronger Smarter. (2020, August 20). Strengths Based Approach. https://strongersmarter.com.au/strength- based-approaches/ This exemplar is to be used as a guide to direct you on your assessment. In order to maintain your academic integrity, you should not copy the exemplar in whole or in part. A high TurnItIn similarity report would lead to a breach of academic misconduct.

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Exemplar : EDU10005 Assignment 3 Swinburne Online (2022). 9.2 The domiant culture paradigm. Swinburne Online (publisher). https://swinburneonline.instructure.com/courses/3134/pages/9-dot-2-thedominant-culture-paradigm? module_item_id=250777 Touhill, L. (2012). Inquiry-based learning. National Quality Standards Professional Learning Program. https://wudinnakgn.sa.edu.au/wp-content/uploads/2019/08/Inquirybased-learning.pdf Yunkaporta, T. (2009). Aboriginal pedagogies at the cultural interface. James Cook University. This exemplar is to be used as a guide to direct you on your assessment. In order to maintain your academic integrity, you should not copy the exemplar in whole or in part. A high TurnItIn similarity report would lead to a breach of academic misconduct.

EDU10005 Exemplar A3

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