Holly Turner

11521803
Assessment 2 Educational Strategy

Professional Development
Report

StudentNameHollyTurner
SubjectCodeEEB419

StudentNumber11521803

WordCount2500words DueDate05hJune2015

EEB419 - Education Studies: Indigenous Studies

Holly Turner
11521803
Assessment 2 Educational Strategy
AssessmentItem2Assessment2EducationalStrategy

Table of Contents__________________________________________
Introduction
4
Why include Indigenous perspectives in a Stage 4 English curriculum?.................................4
Why integrate Indigenous perspectives in the topic Storyteller and the Story?...................5
FocusandIntentofCurriculumandPedagogy5

Curriculum.....
6
What is the purpose and role of Indigenous perspective in Stage 4 English?..........................6
What is the purpose and role of Indigenous perspectives in the English topic Storyteller and
the Story?................................................................................................................................6
NSW Board of Studies syllabus content, outcomes, and objectives7
Teacher resources for understanding cultural awareness, cultural inclusivity and cultural
competence...8

Pedagogy...
10
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Teaching strategies to develop students cultural awareness, cultural inclusivity, and cultural
competence.10
Learning activities to develop students cultural awareness, cultural inclusivity, and cultural
competence.11
Assessment activities to develop students cultural awareness, cultural inclusivity, and
cultural competence11
Teaching and learning resources to develop students cultural awareness, cultural inclusivity,
and cultural competence..12
Classroom practices that will develop students cultural awareness, cultural inclusivity, and
cultural competence and address the needs of diversity.14
Sequence of lessons15
How will this pedagogy develop students cultural awareness, cultural inclusivity, and
cultural competence?..............................................................................................................20

References
21
Turnitin
Report...26

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Introduction_______________________________________________
This Professional Development Package aims to outline how to integrate Indigenous culture and
perspectives into the curriculum of a Key Learning Area, and the importance of doing so. This
package will provide details of how to incorporate Indigenous education perspectives in an English
curriculum for Year 7s working at Stage 4, studying the topic The Storyteller and the Story for
six weeks (NSW Board of Studies, 2012).
Why include Indigenous perspectives in a Stage 4 English curriculum?
It is important to include Indigenous perspectives when teaching the English curriculum to Stage 4
students, so as to be able to form a relationship with all students, acting to keep them engaged and
fervent about their education. As they move through school, Indigenous students growingly become
disengaged in the classroom due to the teachers inability to incorporate Indigenous values and
perspectives, with a significant number of Indigenous students leaving school before completing
year 10, and far fewer complete year 12 (Partington, 2003, p. 1). It is vital to begin including
Indigenous perspectives in the classroom at the beginning of high school, as adolescence is the time
where most Indigenous students become disengaged and begin showing a low attendance, affecting
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their education (Partington, 2003). In order to engage Indigenous students at the beginning of high
school, the students need to be taught, through their own experiential and cultural filters, as it has
been shown that academic achievement improves (Partington, 2003, p.44). As English is a
mandatory subject for all students until the completion of school (Board of Studies, 2012), it is
crucial that it is this subject in particular that all students engage with, and learn from. Frigo (1999)
outlines how strong relationships between teacher and students, verbal communication between
students, group work, hands-on activities, and lower amounts of direct questioning by the teacher
benefits Indigenous students learning. By incorporating strategies in the classroom that act to
integrate Indigenous culture, and support all students knowledge and way of learning, each student
is able to engage with tasks and achieve academically (Partington, 2003).
Why integrate Indigenous perspectives in the topic Storyteller and the Story?
The topic The Storyteller and the Story (Board of Studies, 2012) provides teachers with a great
opportunity to incorporate Indigenous perspective in the curriculum, by including learning activities
about The Dreaming, and Aboriginal Art. Thisbroadtopiccanallowstudentstolookatarangeof
storiesfromarangeofcultures,toldorally,inprint,throughimages,throughsongorthrough
movement.ItisimportanttointegrateIndigenousperspectivesinthistopicasAboriginalstories,
andthewaytheyaretold,areequallyimportantasstoriestoldbynonIndigenousAustralians,or
anyotherculture.ByintegratingIndigenousperspectivesinthistopic,whattheyarelearningwill
beculturallyrelevanttoAboriginalstudents,encouragingthemtobeengaged,andusetheirprior
knowledgetoassistthemacademically(Purdie&Buckley,2010).
FocusandIntentofCurriculumandPedagogy
The topic of The Storyteller and the Story (Board of Studies, 2012), taught to students in Stage 4,
aims to teach students about the various ways a story can be told and the different modes and
medias that can be used to do so. The beginning of the topic will focus on getting to know the
EEB419 - Education Studies: Indigenous Studies

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Assessment 2 Educational Strategy
students, to understand what they know, and their prior learning experiences and background
(Board of Studies, 2012). This includes forming a relationship with the Indigenous community, and
integrating different cultures into the classroom. This information will then be used to build on
students knowledge about stories, by viewing, hearing and reading a number of stories from
different time periods, and cultures, and learning the different ways a story can be created. Students
will then be offered the chance to compose their own story, about any subject, and told in any form
that they desire. Through partaking in these tasks and activities, students will work towards meeting
outcomes EN4-2A, EN4-4B, EN4-5C, EN4-7D, EN4-8D, and EN4-9E under the content of
Outcome 2, Outcome 4, Outcome 5, Outcome 7, Outcome 8, and Outcome 9 (Board of Studies,
2012).

Curriculum________________________________________________
What is the purpose and role of incorporating Indigenous perspective in Stage 4 English?
Language is a very central feature of peoples lives, being used as our primary source of
communication (Canale, 1983). It is important to incorporate Indigenous perspectives, as well as the
perspectives of other students cultures, in a high school English classroom in an effort to teach
students in a manner that is familiar and comfortable to them, so as to give all students the best
chance to succeed. Indigenous students learn best when they feel comfortable, something that can
be achieved simply by displaying elements of their culture on the walls, and incorporating their
cultural outlook into learning (Shipp, 2013). For many Indigenous children, Standard Australian
English is not their first language, as they have been brought up speaking a traditional Indigenous
language, or Australian Aboriginal English (Northern Territory Government, 2010). In the
classroom, it is important to respect students first language, as it is a large part of their identity
(Northern Territory Government, 2010). Indigenous culture also relies heavily on spoken language
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as their form of communication, verbally sharing stories, information, and feelings (Harrison,
2011). However, the NSW Board of Studies syllabus (2012) outlines that students are required to
read and write so as to meet necessary outcomes. It is vital that the teacher forms a relationship with
each of their students so as to understand their experience with language, in particular the English
language, to ensure that their past learning experiences can be used to assist their current learning.
As ACARA (n.d.) outlines, a teacher (needs to) take account of the range of their students current
levels of learning, strengths, goals and intereststo personalise their learning (Para. 2).
What is the purpose and role of Indigenous perspectives in the English topic Storyteller and
the Story?
Indigenous perspectives need to be incorporated into the English topic The Storyteller and the
Story (Board of Studies, 2012), in an effort to engage Indigenous students, and make the
curriculum culturally relevant to them and their community. As Purdie and Buckley (2010) detail,
Indigenous students have lower levels of education attendance than non-Indigenous students, due to
their, and their families views that the content learnt at school is not relevant to them, as well as the
low self esteem and bullying that occurs from being culturally diverse. By including Indigenous
culture and perspectives in the classroom, Indigenous students may feel a sense of belonging, and
by incorporating their beliefs and history into the curriculum, their education will become culturally
significant (Harrison, 2011). This topic offers teachers a clear opportunity to integrate a number of
cultures into the curriculum, viewing the different stories and storytelling techniques used around
the world, and how each is significant in its own way.
NSW Board of Studies syllabus content, outcomes, and objectives
The table below details the content, outcomes and objectives that the Stage 4 students will work
towards achieving during their participation in the topic The Storyteller and the Story, for six
weeks.
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Stage, Year

Content

Outcomes

Objectives

& Topic
Outcome 2

EN4-2A - Effectively uses a

widening range of processes,
skills, strategies and
knowledge for responding to
and composing texts in
different media and
technologies

Outcome 4

EN4-4B - Makes effective

language choices to creatively
shape meaning with accuracy,
clarity and coherence

Outcome 5

EN4-5C - Thinks
imaginatively, creatively,
interpretively and critically
about information, ideas and
arguments to respond to and
compose texts

Outcome 7

EN4-7D - Demonstrates
understanding of how texts can
express aspects of their
broadening world and their
relationships within it

Outcome 8

EN4-8D - Identifies, considers

and appreciates cultural
expression in texts

Outcome 9

EN4-9E - Uses, reflects on and

assesses their individual and
collaborative skills for learning

Stage 4
Year 7
The
Storyteller
and the
Story

Knowledge, Understanding and

Skills
-Communicate through speaking,
listening, reading, viewing and
representing
-Use language to shape and make
meaning according to purpose,
audience and context
Think in ways that are imaginative,
creative, interpretive and critical
- Express themselves and their
relationship with others and their
world
- Learn and reflect on their learning
through their study of English
Values and Attitudes
- The power of language to explore
and express views of themselves as
well as the social, cultural, ethical,
moral, spiritual and aesthetic
dimensions of human experiences
- The power of effective
communication using language
modes of speaking, listening,
reading, writing, viewing and
representing
- The diversity and aesthetics of
language through literacy and other
texts
- The independence gained from
thinking imaginatively, creatively,
interpretively and critically

Teacher resources to develop professional knowledge

Aboriginal Education Consultative Group. (n.d.). Retrieved from http://www.aecg.nsw.edu.au
This website provides programs and resources that allow teachers to broaden their
understanding of Indigenous culture, and teaching Indigenous students.
ACARA. (2014). English as an Additional Language or Dialect Teacher Resource. Retrieved from

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http://www.acara.edu.au/verve/_resources/EALD_Overview_and_Advice_revised_February
_2014.pdf
This resource provides teachers with information about EAL/D learners, including advice on
what they will need to learn, and strategies teachers can use to help them do so.
Barker, M., Fredericks, E. & Farelly, B. (n.d.) Create a Culturally Inclusive Classroom
Environment. In GIHE Good Practice Resource Booklet on Designing Culturally Inclusive
Learning and Teaching Environments.
Retrieved from http://www.griffith.edu.au/__data/assets/pdf_file/0011/184853/Creating-aCulturally-Inclusive-Classroom-Environment-mcb2.pdf
This resource provides teachers with strategies, tips and examples for how to create a
culturally inclusive classroom.
Creative Spirits. (2015). Retrieved from http://www.creativespirits.info/#axzz3c9eSXOUB
This website offers resources including articles, movies and music that provide visitors with
information about Indigenous culture, that are told from an Aboriginal point of view.
Department of Education and Early Childhood Development. (2009). Supporting Diversity. In
Transition: A Positive Start to School Resource Kit (pp. 30-36). Retrieved from
http://www.education.vic.gov.au/Documents/childhood/professionals/learning/trkpart2diver.
pdf
This document provides teachers with strategies to use to support Indigenous, and culturally
diverse students as they transition into school. Although this resource is designed for
teachers of early primary school, the strategies recommended can also be used in a high
school to welcome, and encourage culturally diverse students.
English Teachers Association NSW (2013). Faculty Professional Development: Identity and
Cultural Diversity. Retrieved from
http://www.englishteacher.com.au/Portals/EnglishTeachers/PublicDocs/Free
%20Resources/GlobEdICDPackage.pdf

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This document provides English teachers with strategies and learning materials for how to
integrate cultural and personal diversity into the curriculum, supplying sample units and
activities for years 7-10.
Hanlen, W. (2010). Aboriginal Students: Cultural insights for Teaching literacy. In Improving
outcomes for Aboriginal students. Retrieved from
http://www.decd.sa.gov.au/northernadelaide/files/links/Aboriginal_Students__Cultu.pdf
This article provides teachers with in depth information about Aboriginal culture and
language, giving them information they may need to get to know the Indigenous students
better. This resource also provides teachers with professional learning suggestions about
how they can broaden their knowledge about Indigenous culture further so as to be a better
teacher for these students.
Lesson plans with an Indigenous Focus (n.d.). Retrieved from
http://www.lsa.lutheran.edu.au/__files/f/2812/Indigenous%20Education%20Lesson
%20Ideas%20&%20Information%20Links.pdf
This online document provides teachers with a list of resources for websites to support the
education of Indigenous students, as well as to create a lesson or unit of work where
Indigenous culture is the focus.
Macer, P. & Nicholson, P. (2004). Beginning EAL Secondary. Retrieved from
https://fuse.education.vic.gov.au/content/6215dc1e-1080-4c45-9f00a6ea194a469d/beginning_eal_secondary_2014.pdf
This document provides teachers with support material for teaching secondary students who
are English as Additional language (EAL) learners. This resource provides activities,
worksheets, and unit and lesson plans for teaching EAL students in a mainstream classroom.
Multiculturalism and Diversity (2015). In Scholastic. Retrieved from
http://www.scholastic.com/teachers/lesson-plan/multiculturalism-and-diversity
This page from the Scholastic website offers teachers a list of links to access articles,
resources, lesson plans, and activities for support when teaching a class that is diverse and/
or multicultural.
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Pedagogy__________________________________________________
Teaching strategies to develop students cultural awareness, cultural inclusivity, and cultural
competence
-

Inviting an Indigenous member of the community to talk to students about Indigenous

culture and stories, with a prior agreement of reconciliation.

Integrating artworks, dance, music and writing from different cultures and ways of life.
Assigning students to work in groups that are diverse in ability, and experience, allowing the

students to work together and learn from each other.

Giving students freedom in what subject they want their stories to be about, allowing
students to use their personal experiences and background for inspiration, or to write about

what they are passionate about.

Integrating the 8 Aboriginal ways of learning (8 Aboriginal Ways of Learning Factsheet,
2012) into the classroom, by inviting an Indigenous community member to teach for a
lesson, allowing students to share stories, allowing students to draw rather than write,
linking the content to land by assigning students to create a spoken story about the
environment, hands-on and group activities, modelling, and using visuals to explain what is
expected, if needed.

Learning activities to develop students cultural awareness, cultural inclusivity, and cultural
competence
-

Listening to an Indigenous member of the community to gain knowledge, and a better

understanding about Indigenous Australian culture and stories.

Viewing, reading, and listening to stories from different cultures and ways of life.
Creating their own stories using different modes, including dance, music, writing, art, and
speech, allowing the students to understand the various ways a story can be told in different

cultures.
Working with students of a different culture and background in an attempt to learn from, and
gain a better understanding of their peers.

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-

Hearing the stories their peers have created, allowing students to learn from their peers
further about their culture and experience.

Assessment activities to develop students cultural awareness, cultural inclusivity, and cultural
competence
Formative Assessment
-

Creating a spoken story about the environment and land around them, using the stories of
Indigenous Australians as inspiration, assisting them to meet outcomes EN4-2A, EN4-4B,

EN4-5C, EN4-7D, and EN4-8D.

Creating an artwork that tells a story, using artworks from different cultures as their

inspiration, assisting them to meet outcomes EN4-2A, EN4-5C, EN4-7D, and EN4-8D.
Performance of dance, showing how students can use the dances from different cultures,
seen in class, as inspiration to convey their own story, assisting them to meet outcomes

EN4-2A, EN4-5C, EN4-7D, and EN4-8D.

Observations of the students while working, and when reflecting on their learning, to hear
students views on stories in other cultures, and how they have interpreted that into their own
learning, assisting them to meet outcomes EN4-8D, and EN4-9E.

Summative Assessment
-

Creating a story based on anything, and presented in any form they desire, using the stories
they have heard, read, and seen throughout the term to assist them. This assessment will
allow students to demonstrate that they have met outcomes EN4-2A, EN4-5C, EN4-7D, and
EN4-8D.

Teaching and learning resources to develop students cultural awareness, cultural inclusivity,
and cultural competence
Classroom resources

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-

Access to computers/ Internet

iPads
Smartboard/ Projector
Pens/pencils
Paper
Access to art supplies, and musical instruments
Visual cards for ESL/ EAL learners

Week 1
Benton, T.H. (1951). Flood Disaster [Artwork]. Retrieved from
http://www.artnet.com/magazineus/news/artmarketwatch/may-2011-auctions-of-americanart-5-26-11_detail.asp?picnum=7
Bubien, M.S. (1997). Attitude. Retrieved from
http://www.storybytes.com/view-stories/1997/attitude.html
Buttigieg, P. (2007). Aboriginal Land. Retrieved from
http://www.paolospoems.com/aboriginal-poems/aboriginal-land/
Hansen, M. (1998). Writers Block. Retrieved from
http://www.storybytes.com/view-stories/1998/writers-block.html
Week 3
Barramundi [Artwork]. (n.d.). Retrieved from
http://www.didjshop.com/stories/barra.html
Benton, T.H. (1951). Flood Disaster [Artwork]. Retrieved from
http://www.artnet.com/magazineus/news/artmarketwatch/may-2011-auctions-of-americanart-5-26-11_detail.asp?picnum=7
Heaphy, C. (1840). Mt. Egmont from the south [Artwork]. Retrieved from
http://www.teara.govt.nz/en/artwork/1735/new-zealand-art
Peace [Artwork]. (n.d.). Retrieved from

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http://www.theartblog.org/wp-content/uploaded/Obey-Middle-EastMural.jpg
Vernet, J. (1787). A Harbor in Moonlight [Artwork]. Retrieved from
https://www.slam.org/european/works/17.html
Woodruff, H. (1944). Documenting Jim Crow Discrimination [Artwork]. Retrieved
from
http://coffeewithhallelujah.blogspot.com.au/2012/07/hale-woodruff-artiststory-teller.html
Week 4
Songs that tell a story [Webpage]. (n.d.). Retrieved from
https://www.lyricinterpretations.com/categories/songs-that-tell-a-story
Week 5
1989NickyD [User Name]. (2013, April 13). Attraction (Shadow Theatre Group) 1st Audition
Britain's Got Talent [Video File]. Retrieved from https://www.youtube.com/watch?
v=CvQBUccxBr4
Bangarradancetheatre [User Name]. (2013, August 26). MOTH Bangarra Dance Theatre Education
Resource [Video File]. Retrieved from https://www.youtube.com/watch?v=mvkUBfIq50I
Erudius [User Name]. (2013, August 6). SYTYCD Tears of an angel #bullyingmuststop [Video
File]. Retrieved from https://www.youtube.com/watch?v=wDBHvhR0gKU
ETtheMime [User Name]. (2013, March 18). Mime ET the Mime Adam and Eve The First Love
Story [Video File]. Retrieved from https://www.youtube.com/watch?v=Vh1b0rNPm3A
Week 6

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Burningham, J. (1977). Come away from the water, Shirley. London, Random House
The Bradfield Company. (2015). Inanimate Alice [Webpage]. Retrieved from
http://www.inanimatealice.com
Classroom practices that will develop students cultural awareness, cultural inclusivity, and
cultural competence and address the needs of diversity
-

Inquiry-based learning occurs in this topic when students create their own stories, by going
out into the environment to find inspiration, or creating their own artwork or dance. These
hands-on activities allow students to understand how, and why, people from different

cultures create stories in different ways, and its significance in the real world.
Collaborative and cooperative learning occurs when students work in their groups, allowing

the students to partake in peer learning, gaining knowledge about their peers cultures.
Reflective learning allows students to think about what they have learnt that lesson, and how
that can help them further in education, and in life. This time allows students to consider
what they have learnt about different cultures, and understand how a persons culture can be

integrated in the classroom.

Student presentations allow the students to partake in peer learning again, whereby viewing
or listening to a culturally diverse students story may assist them in understanding more

about that culture.

8 Aboriginal ways of learning (8 Aboriginal Ways of Learning Factsheet, 2012) allows
students to experience a different way of learning, using visuals instead of words, and
partaking in a lot more hands-on activities. By learning through this strategy, further cultural
awareness, cultural competence, and cultural inclusivity can occur.

Sequence of lessons
The topic of The Storyteller and the Story runs for 6 weeks, consisting of two lessons a week,
running for one hour each.
Week 1 Written texts
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Lesson 1
-

Introduce students to the subject and topic they will be studying that term, The Storyteller
and the Story. Hold a discussion with students about what they know about this topic, and

their previous learning experiences.

Inform students that this week they will be looking at written texts, and hold a class
discussion about the different forms of written text that there is, including fiction, non-

fiction, and poetry.

Allow student to go to the library to find written texts, and take time to read them
independently.

Lesson 2
-

Inform students that they will go on looking at written texts. Introduce students to the three
texts they will read in their activities; Aboriginal Land (Buttigieg, 2007), Attitude (Bubien,
1997), and Writers Block (Hansen, 1998). Split students into groups of five, grouping high
ability students with those of low ability, in an attempt to make each group as diverse as

possible.
Students work in their groups to participate in a round-robin activity, where they will
complete 3 activities, with 10-15 minutes spent at each activity, before rotating to the next.
In each activity, students will read the text provided and discuss what story it is telling, what
type of story it is, and why the author may be telling it. One person from each group will be

a scribe to write down their responses.

In the last few minutes of class time, allow groups to share their thoughts and responses.

Week 2 Spoken texts

Lesson 1
-

Organise for an Indigenous member of the community to come into the classroom for this
lesson, with a prior agreement of reciprocation, such as payment or a gift, to talk to the

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students about the importance and relevance of spoken language in Indigenous culture, and
-

to orally share some cultural stories and beliefs.

Hold a discussion at the end of the lesson, allowing students to reflect on what they learnt
from this experience, also allowing time to reflect on your teaching.

Lesson 2
-

Instruct students that in this lesson, students are going to create their own spoken story about
the land, demonstrating their understanding of the Dreaming, and how Indigenous

Australians communicate stories.

Students go outside and find an area, or piece of environment that inspires them to create a

story. The story can be factual or fictional.

Students record their story on an iPad.
Hold a discussion at the end of the lesson allowing students to reflect on their learning, and
the experience of creating a spoken story about the land. Take this time to reflect on your
teaching.

Week 3 Artwork/ images

Lesson 1
-

As a whole class, look at the artworks Barramundi (n.d.), Peace (n.d.), Flood Disaster
(Benton, 1951), Mt. Egmont from the south (Heaphy, 1840), A Harbor in
Moonlight (Vernet, 1787), and Documenting Jim Crow Discrimination
(Woodruff, 1944). Discuss what story each artwork is telling, and how

they have managed to do so with only pictures.

Allow students to start brainstorming ideas, through either writing or drawing, for a story
they want to present in an artwork.

Lesson 2
-

Students create an artwork that tells a story they have created. The artwork can be created
with any materials, and in any form they desire.
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-

In the last few minutes of the lesson, allow students to walk around the room viewing what
their peers have created. Allow some students to share their work with the class.

Week 4- Music/ Sound

Lesson 1
-

Access the website https://www.lyricinterpretations.com/categories/songs-that-tell-a-story to

bring up a list of songs that tell stories. Allow students to select particular songs from this
list they would like to listen to, working as a class to see how numerous artists from a

number of genres tell stories through song.

Students use Youtube to find their favourite song that tells a story, and why. These songs can

be from the list, or another song they are familiar with.

Allow students to share their selection with the class. Hold a class reflection time, with
students reflecting on their learning, also allowing time to reflect on your teaching.

Lesson 2
-

Have access to the music room, or bring in a range of different instruments, from different
cultures, for students to play or listen to. Students are to play, or listen, to each instrument

and write down, or draw, what emotion, or event they relate the instrument to.
Students will then pretend they are going to write a song, by selecting as many of these
instruments as they like and writing, or drawing what their song is going to be about. How

do these instruments connect to the songs story?

Students share their ideas with the class

Week 5- Dance/ Movement

Lesson 1
-

As a whole class, watch the Youtube videos Attraction (Shadow Theatre Group) 1st
Audition Britain's Got Talent (1989NickyD, 2013, April 13), MOTH Bangarra Dance
Theatre Education Resource (Bangarradancetheatre,, 2013, August 26), SYTYCD Tears
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of an angel #bullyingmuststop (Erudius, 2013, August 6), and Mime ET the Mime
Adam and Eve The First Love Story (ETtheMime, 2013, March 18), to view the different
ways a story can be told through dance. After watching each video, ask the students what
-

story was told through the dance, and how they told that story with only movement.
Instruct students to find space around the room. Yell out a thing, an action or event, students
must try to portray through only movement. Students can work with others if they need to.
Examples of directions could be to portray a fish, a tree, a birthday party, or youve just felt
an earthquake.

Lesson 2
-

Split students into the groups used for the round robin activity in week one. Each group is to
tell a story, about anything, and in any form they wish, using only movement and dance.

Students should think of their own story, and use the lesson to make up a routine.
Allow groups to present their story to the class at the end of the lesson.

Week 6 Multimodal/ Create Story

Lesson 1
-

Present multimodal texts to the classroom, showing how a number of different modes can be
used together to tell a story. Examples to show students include Come away from the water,

Shirley (Burningham, 1977), and Inanimate Alice (The Bradfield Company, 2015).
Inform students that they are now going to create their own story, based on anything theyd

like, and in any of the forms they have discussed that term, including multimodal texts.
At the end of the lesson, hold a class discussion asking students to share the ideas they have
for their story, including what it will be about and how they are going to tell it.

Lesson 2
-

Allow students to continue on with their stories, and complete them by the end of the lesson.
Allow students with performance pieces to present their story.
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How will this pedagogy develop students cultural awareness, cultural inclusivity, and cultural
competence?
By taking part in this topic, not only will students develop their knowledge about The Storyteller
and the Story, students will also be able to develop their cultural awareness, cultural inclusivity,
and cultural competence. Each week of this topic offers students to view stories presented in a
different method, such as spoken or art, and see a number of examples from different cultures, and
different forms of life. Through this, students are able to become culturally aware, and develop
cultural inclusivity. By inviting an Indigenous community member into the classroom, the teacher is
creating a culturally inclusive space, allowing the cultures represented by students in the class to be
welcomed in wider forms. The inclusion of group work in this topic also allows students to learn
cultural inclusivity, and cultural competence, by being offered the chance to learn from their peers,
and using their cultural experience as knowledge that can help them complete a task.

References________________________________________________
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Assessment 2 Educational Strategy
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Turnitin Report____________________________________________

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Assessment 2 Educational Strategy

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