Embedding Indigenous perspectives into

resources to support implementation of the

Australian Curriculum - Science.

Joe SambonoPrincipal Project Officer

Indigenous Schooling Support Unit –CSQ

Department of Education, Training and Employment

joseph.sambono@dete.qld.gov.au

C2C P-10

Science

Why embed Indigenous histories and cultures into curriculum?

• ACARA:The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the world’s oldest continuous living cultures. This knowledge and understanding will enrich their ability to participate positively in the ongoing development of Australia.

• Reconciliation• Positive identities• Hidden histories/facts• Greater educational outcomes for Indigenous students

Barriers to embedding

• Many established educators are products of a system that has not acknowledged or taught them about Indigenous Australians

• Major knowledge gaps exist in our educators…us too. We can’t know all.

• Subject snobbery and gatekeeping

• We are still recovering from past mandates.

Science as an Indigenous perspective/context

• Debate• Parallels often accepted easier than

perspectives.• More education and awareness of Indigenous

knowledge will in time change erroneous views• Things are changing…Indigenous ways are

progressively being recognised more and more….

TEK is becoming more regarded by scientists and is gaining traction and recognition as science knowledge.

Applied ecology/ Restoration ecology are fields of science that are being utilised more and more with the realisation that the earths environments are in distress.

Applied and restorative ecology rely heavily on the TEK held by indigenous groups when formulating better land management practices.

Our technological advancements have separated us further and further from the land. This has massive ramifications. No doubt we will be looking at how Indigenous groups of the world lived sustainably more and more.

I believe it is here that we will see Aboriginal and Torres Strait Islander science and the ways traditional knowledge and western scientific knowledge can be complementary.

Jan 2012 ecological management and restoration special issue on entirely on indigenous land and sea management.

Cross-Curriculum Priority

ACARA also recognise the significance of Indigenous Science Knowledge and have included it as one of three cross-curriculum PRIORITIES

The Australian Curriculum: science values Aboriginal and Torres Strait Islander histories and cultures. It acknowledges that Aboriginal and Torres Strait Islander Peoples have longstanding scientific knowledge traditions.

ACARA state that this cross-curriculum priority will ensure the following:

•Students will have opportunities to learn that Aboriginal and Torres Strait Islander Peoples have developed knowledge about the world through observation, using all the senses; through prediction and hypothesis; through testing (trial and error); and through making generalisations within specific contexts. These scientific methods have been practised and transmitted from one generation to the next. Students will develop an understanding that Aboriginal and Torres Strait Islander Peoples have particular ways of knowing the world and continue to be innovative in providing significant contributions to development in science. They will investigate examples of Aboriginal and Torres Strait Islander science and the ways traditional knowledge and western scientific knowledge can be complementary.

Limitations

• Although ACARA recognise importance of Indigenous science ACARA has limitations

• We need to battle low representation-more can be done

• ACARA within the Australian curriculum have used a flag (i.e. hand print) to denote which content descriptors include an Aboriginal or Torres Strait Islander history or culture

Science Understandings

Science as a human endeavor

Science enquiry skills

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How can we do more?

• I believe it is in finding Aboriginal and Torres Strait Islander cultures and histories that are relevant to as many of the content descriptors as possible

Answering the content descriptors

What does a lesson look like that contains an Aboriginal or Torres Strait Islander

history or culture?

Four quick examples

1.Lesson

2.Assessment

3.Activity

4.Resource

Lesson example

• Year 10

• Responding to Global Issues — Ethics and Human Action

Aboriginal and Torres Strait Islander histories and cultures

Students will discuss Aboriginal peoples and Torres strait island people’s knowledge about environmental management and climate change.

Lesson example summary

• This lesson is not focusing on an Indigenous perspective, it focuses on the lesson context – the global issue of carbon dioxide and how humans are working to reduce it.

• In delivering this information we have been able to successfully embed an Indigenous perspective without it coming across as tokenistic or piecemeal

Assessment example

• Year 4• Materials and their purpose — How Indigenous peoples

of the world use natural materials

Aboriginal and Torres Strait Islander histories and cultures

Students will:• access Aboriginal and Torres Strait Islander peoples’

knowledge about the use of natural materials due to the properties of these materials

• access how this knowledge influences the subsequent use and manipulation of natural materials

Assessment example summary

• This lesson uses an Indigenous context to provide students with the opportunity to see first hand how Indigenous Australians have been working scientifically for thousands of years.

• It also shows how Indigenous Australians possess great scientific understandings that enable them to produce paints that look spectacular and able to stick to surfaces for thousands of years

• This example also shows that CCPs can be included as an assessable element

Activity example

• Year 2

• Exploring pushes and pulls —

Exploring pushes and pulls of

familiar objects

• Making a mammandur

Activity example summary

Through using this activity students will:

•access Aboriginal peoples and Torres Strait Islander peoples’ knowledge about pushes, pulls and materials needed to make traditional spinning toys

•replicate a traditional Aboriginal spinning toy using contemporary materials.

Resource example

• http://vimeopro.com/user7524645/fire-by-friction

• Year 9• Exploring combustion — Introducing

bushfire chemistry • Students will develop an understanding of

traditional Aboriginal peoples and Torres Strait Islander peoples’ knowledge of combustion processes

Thanks for listening!!!