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1 Our Acknowledgement to Country includes the three Aboriginal groups whoare the custodians of the lands of each of our group members (Lauren -Eora, Sydney; Michelle -Darug, Western Sydney; Vicki -Kuarna, Adelaide Plains). Acknowledging the traditional custodians of a particular area within Australia is an important part of recognising the diversity of Aboriginal peoples and cultures. In recognition of the original custodians of our three Countries, this presentation will refer to Aboriginals and the Aboriginal Terms of Reference, except when included in direct quotations. 2 AboriginalTerms of Reference (ATR) were initially developed for Aboriginal educators and students; however, ATR have evolved and are now available for Aboriginal and non-Aboriginal educators and students(Oxenham,1999). Educators need a clear understanding of ATR in order to include Aboriginal perspectives into their classrooms. ATR provide a framework to ensure this is carried out in a culturally sensitive manner from the perspective of Aboriginal peoples, their cultures, languages and learning styles. Initialusage of these Terms of Reference was in the context of Indigenous peoples, understood to include Aboriginal (mainland) and Torres Strait Islander peoples. Subsequent development tends to refer to Aboriginal Terms of Reference. We are aware of the differences between the terms Aboriginal and Indigenous and sensitivities surrounding that and, as stated above, this presentation considers the

Aboriginal groups of our three Countries.

3 ATR provideAboriginal viewpoints that reflect Aboriginal histories, peoples, cultures and diversity as well as assistance for community and health programs (Garvey,

2013).

Inclusion of ATR into the Australian Curriculum ensures Australian primary school students have opportunities to learn about topics such as Aboriginal histories, students in education as well as for Aboriginal students and non-Aboriginal students to understand the need for ongoing reconciliation (Harrison, 2011). Harrison(2011) Aboriginal perspectives in the classroom environment (p. 178). Educators need to be aware of the different learning styles identified amongst Aboriginal students. Aboriginal students learn best when learning is in a context relevant to their lives and community (Harrison, 2014, p. 44). Therefore, usingthe ATR framework, educators can incorporate lesson content specific to students' local community that deepens cultural knowledge and strengthens cultural identity (Harrison, 2012, p. 44). 4 There are many Aboriginal educational resources available to teachers, both in print and online. The two provided here are essential to Australian educators and provide formal contexts for including ATR across education. The Australian Professional Standards for Teachers specifically state that graduate teachers must be able to ͞demonstrate broad knowledge and understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages" (Australian Institute for Teaching and School Leadership [AITSL], 2014, p. 3). In addition, graduate teachers need to differentiate instruction to adapt to specific learning needs. Thus, when teaching students from Aboriginal backgrounds graduate teachers must demonstrate knowledge and understanding of the impact that Aboriginal cultures, cultural identities and languages have on their education (AITSL,

2014, p. 2).

The Australian Curriculum, Assessment and Reporting Authority [ACARA] (2013) notes that development of cross-curriculum priority of Aboriginal and Torres Strait Islander histories and cultures included consultation with Aboriginal educators and appropriate Aboriginal representatives and community members. As such, Aboriginal perspectives are included across the Australian Curriculum and embedded in applicable learning areas. For example, The Arts curriculum has many opportunities for teachers to incorporate ATR when developing visual arts, dance and drama programs. The Arts cross-curriculum priorities acknowledge consultation with 5 (ACARA, 2015a). Harrison (2011) suggests teachers initially localisetheir Aboriginal resources and lesson content to allow students to become familiar with the Aboriginal people in the local community as well as to create awareness that Aboriginal cultures are diverse. Therefore, students learn that when talking about one group of Aboriginal people we are not talking about all groups of Aboriginal people (pp. 14-15). 5

As noted, AITSL (2014) lists Standard One-Know students and how they learn (Focus Area 1.3) as an essential requirement to attaining Australian teaching standard.Further to this, Focus Area1.4 states that a proficient teacher will be able to ͞design and implement effective teaching strategies that are responsive to local community and cultural settings of Aboriginal and Torres Strait Islander peoples".

Aboriginal students are more likely to take risks when working within a group as they perceive safety in numbers. Collaborative tasks that allow students some freedom of movement is a strategy that may result in higher learning engagement (Harrison, 2011, p.51).

There can be many reasons for students to arrive late or be absent from school; for example, not haǀing lunch, no clean clothes to wear, or possibly as a result of parents' preǀious bad experiences and therefore lack of commitment to schooling. Directly asking for explanations of absence can exacerbate absenteeism as many Aboriginal parents do not view this as the teacher's job (Harrison, 2011). These difficulties can be alleǀiated by building a strong school-home relationship (Harrison, 2011; Santoro, et al., 2011). In the meantime, tactics such as starting each school day with a whole group reading session can allow students to arrive later to the classroom without significant impact.

Teachers must be aware that Aboriginal studentsare unlikely to question knowledge, particularly of Elders and significant others;rather,they are more inclinedto accept and repeat it (Harrison, 2011, p.46). Prompting students bydirect questioning may result in them losing interest in the content. Therefore, explicit teaching of questioning techniques must be part of the learning experience (Harrison, 2011, p.52).

6 Key to successfully implementing culturally appropriate teaching strategies isnot only analysingappropriate knowledge and perspectives to include within the curriculum, but to also consider how students envisage and talk about Aboriginal peoples as a result. It is crucial that these strategies also position Aboriginal peoples within the 21stcentury and there are myriad resources, which must be carefully and sensitively chosen, available to teach about modern Aboriginal peoples (Harrison & Greenfield, 2011). Many resources still in use contain stereotyped and generalised information about Aboriginal peoples. It is important to find resources and materials that have actually been written by or in consultation with Aboriginal peoples. Materials containing information about local groups and communities will ensure they highlight in a deeper context that Aboriginal peoples are not a culturally homogenous group and their cultures are multiple and complex (New South Wales Department of Education and Training [NSWDET], 2003; Santoro, et al., 2011). ATR help teachers identify and use appropriate resources to recognise Aboriginal input from a contemporary point of view, which ensures Aboriginal communities and cultures are depicted as living, dynamic and changing (NSWDET, 2011, p. 10). The Aboriginal educational resource Invasion and resistance: untold stories: Aboriginal voices in Australian history (NSWDET, 2011)proǀides a picture of Australia's past from a predominantly Aboriginal perspectiǀe and highlights the dimension of ͞edžperience" with regards to the issue of colonisation, as described by Oxenham(1999, p.18). 7 Using correct language protocols and terminology on a daily basis without making it stand out from other eǀeryday language. By making ATR an ͞ongoing reference point" it becomes accepted and expected (Harrison, 2011, p.178). To achieve this, non-Aboriginal teachers need to evaluate their own perspectives and actively increase Aboriginal knowledge (Harrison, 2011, pp. 9-10, 13). This can be developed by establishing informal, genuine relationships with the local Aboriginal community such that community members feel comfortable participating in school life (Santoro, 2011, p.70). Then, explicit learning experiences can be created for students that promote sincere cross-cultural understanding. Focussing on local Aboriginal knowledge separate to general Indigenous history, for example Dreaming stories, customs and traditions that are specific to the local area surrounding the school. Explicit learning experiences involving investigation and inquiry into the impacts of colonisation will be more general to provide an overview of the extent of impact across Aboriginal and Torres Strait Islander nations. 8 Digital technology is ubiquitous in Australian classrooms and can be used both as teacher resource and student tool for learning. Students expect to use digital resources and are highly motivated to do so (Howell, 2012, p.59). Exploiting digital media to engage both Aboriginal and non-Aboriginal students allows ATR to be unobtrusively included in a modern, mainstream context. 8 In line with the Australian Curriculum Foundation Year History, this learning experience builds on previous lessons during which Foundation Year children are building historical knowledge and understanding by sharing personal family histories (ACARA, 2015[ACHHK004]). It demonstrates the way in which members of the local Aboriginal community become valued Aboriginal educational resources for student learning. Despite being a very simplified learning experience overview, the age of the children and the content cannot be underestimated. For students in Foundation Year, this simple lesson without further distractions will allow them opportunity to fully engage with the Elder and the content. As such, they are more likely to immerse themselves into the experience to gain maximum benefit. It is important to have prepared the students for the lesson by providing explicit instruction in how to behave as audience members. In this way, all students understand the expectations and potential disturbances can be either avoided or quickly addressed. The teacher can use digital equipment to record the lesson in photo and/or video 9 format. This provides a resource for reflection that can be used to assess student engagement, the success of the lesson and make improvements for future similar experiences. Future learning experiences could involve students working in small groups to create detailed personal stories for video recording. This aligns with oral literacy development by creating texts to explore, record and report ideas (ACARA, 2015 [ACELY1654]) 9 In line with the Australian Curriculum Year 7 History,this learning experiencebuilds on previous lessons during which Year 7 students are exploring ancient global histories and civilisations (ACARA, 2015). Although not relying on specifically Aboriginal educational resources, students' final multi-media presentations become Aboriginal educational resources both for themselves and future students. This inquiry topic ensures students explore Australian history beyond the constraining timeline of 1788-present (Harrison, 2011, p.20). In so doing, they are consolidating their ATR foundations by putting them into practice. Applying previous knowledge of ancient history and research skills, students are able to analyse their findings by comparing and contrasting reporting methods from the early and mid-1970s with the aim of observing the more sympathetic perspectives of modern approaches. Students can then synthesise their findings by creating artefacts that illustrate their widening perspectives (adapted from Woolfolk & Margetts, 2013, p.437). 10 It is important to take into consideration the enormity of applying ATR within the classroom. The key to successful implementation of ATR within the classroom is how AboriginalAustralia is presented to students, both Aboriginal and non-Aboriginal (Harrison, 2011). ATR ensure representation of Aboriginal Australia within the classroom, making Aboriginal Australia more meaningful for all students (Harrison,

2011).

Incorporating ATR into classroom learning strategies ensures there is an Aboriginal viewpoint to issues within Aboriginal contexts. These viewpoints can vary in accordance to the diverse range of cultural values, beliefs and priorities from within local settings or specific contexts. Thus, the increased importance of including the framework to foster students' understanding that Aboriginal peoples are not a homogenous group (Oxenham, 1999). 11 12 13quotesdbs_dbs8.pdfusesText_14

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