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Situation
Situation
In 2021 during my ATP and then internship at Landsdale Primary School [LPS] within a Year 5 classroom of 30 students I was charged with teaching Humanities and Social Sciences- History, and Economics and Business. Utilising my recent learning from a university unit Aboriginal Contexts in Primary Education I planned and taught a history unit based on the topic Aboriginal Farming Techniques and the Impact of Colonial Settlement [2.4]. Within this class I had an Aboriginal student who I immersed into the teaching and learning process. As the unit of work progressed I liaised with the student to learn and understand his family's history and his knowledge of the different subject matters being taught. With his consent I engaged him within the teaching process by utilising him as an expert, continuously referring to him, when I knew he could answer or extend further detail to his peers knowledge [1.1] [2.1, 2.2].
At the end of my internship I was offered a contract to teach Year 2 at LPS. Understanding the diverse cultural background of the students, with roughly 49% of students speaking another language as well a small portion of Aboriginal students [1.1], I identified the need to further my knowledge in how to incorporate Aboriginal histories and culture into my teaching practice. I found Professional Learning at Boola Bardip Museum- Teaching Aboriginal histories and culture across the curriculum and completed the course [6.1, 6.2]. After the completion of professional learning, I applied new ideas and strategies to my teaching practice during the following three years focussing on a Harmony Day Project [6.4].
Action
Action
During 2022-2024 I have taught three, year 2 classrooms all with diverse cultural background. I wanted to celebrate with the students their heritage as well as involving families in their childrens' learning. This was to also ensure I was targeting the General Capability- Intercultural understanding as well as the Cross Curriculum Priority- Aboriginal and Torres Strait Islander histories and cultures stipulated by SCSA [2.2, 2.3] Through teaching History I created a Harmony Day Art Installation incorporating both Aboriginal history as well as students' cultural heritage.
In history students learned about Aboriginal ways of communication linking into content descriptor ACHASSK046 and then focussing on the Aboriginal Message Stick, it's history, purpose and significance to Aboriginal culture [2.4].
The art installation students helped to make included an individual message stick by students, myself and EA's. The message stick communicated to the viewer the person's cultural heritage through collage as well as a visual representation of their identity (learned in Health) through drawing [6.3]. The message sticks all came together to create a piece centred on Harmony Week's theme 'Everyone Belongs'.
To start the project, students were sent home with a worksheet to complete at home with their parents to learn about their cultural heritage [3.4, 3.7]. Each student was then given the opportunity to share with the class their cultural heritage. Families were further tasked with helping their child find images of their cultural heritage to be used in the collage. This information was communicated via Class Dojo [3.4, 3.7] [7.3]. Students who did not have materials received from home were given resources from myself to ensure they did not miss out on the process [4.1].
With the help of my EA, a painting station was set up in the classroom and away from others. The EA helped students paint their foam-core message sticks previously cut by myself. [3.4], [4.1, 4.2, 4.4]. Once dried, students collaged their images and name plate onto the message stick. I then glued all the message sticks together to create the final installation, a large sun.
Outcome
Outcome
LPS Harmony Week Display incorporated into a newletter item.
For Harmony Week at LPS in 2021 each classroom created a project to put on display on Harmony Day. The school then went on gallery walks around the school looking at each other's projects. Students were given the opportunity to learn about the cultural heritage of all students at the school. I also created a newsletter item which went out on the week of Harmony week to the school community [7.3, 7.4].
This year, my class presented their Harmony Day project to the school at our assembly during Harmony Week [7.4]. At this assembly students presented their new found knowledge about Aboriginal Ways of communicating as well other learnings during Term 1, such as the Noongar seasons in Maths [2.6]. Students talked about their different cultures, their identity and what makes them unique. One student then described the Noongar seasons in Japanese whilst another student translated for the audience [1.1, 1.3, 1.5] .
The installation is on display in the classroom for the rest of the year, building a sense of belonging in the classroom.
Many parents have shared their appreciation for this project as it has given them the opportunity to talk to their child about their heritage. The parent of my student who speaks Japanese personally thanked me for including her daughter's bilingual capability and sharing it with the school.
This engaging and fun project has brought about greater knowledge, understanding, compassion and acceptance of the cultural diversity within the school as well as the larger community.
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