Reconciliation Day 2014
During my CPP4 practicum, I organised a lesson and creative activity for reconciliation week 2014. The Year One class I was teaching created this poster of footprints to remind everyone that ‘we are one’. Past events can’t be changed but steps towards mending our friendship can. This activity was used alongside a book that discussed Captain Cook and how the original founders of Australia are the Aboriginal and Torres Strait Islander people.
The students each had their own footprint to decorate, being inspired by Aboriginal artwork and paintings (which were displayed on the smart board).
This poster promotes awareness of reconciliation; building better relationships between the wider Australian community and the Aboriginal and Torres Strait Islander people (Standard 2.4).
Strategies for teaching Aboriginal and Torres Strait Islander Students
Within the Year One class there was an Aboriginal boy who had an Interim Personalised Learning Plan, which can be seen below. This was developed by my mentor teacher with strategies to help promote and engage the student's learning. It included goals for learning from the student, teacher and parent and an agreed action plan to help achieve the goals (Standard 1.4).
I used these goals and action plan to guide my planning and strategies specifically in Literacy, adjusting activities to cater for his learning and develop his confidence and skills in areas of need such as, finger spaces, identifying high frequency words, having a go, and recognising the names of letters.
For example, to support his writing I would encourage him to use a high frequency word mat on his table to find and spell words for his writing. He also had a 'Shooting Star' goal which was visible on his desk reminding him to use finger spaces in his writing.
I used these goals and action plan to guide my planning and strategies specifically in Literacy, adjusting activities to cater for his learning and develop his confidence and skills in areas of need such as, finger spaces, identifying high frequency words, having a go, and recognising the names of letters.
For example, to support his writing I would encourage him to use a high frequency word mat on his table to find and spell words for his writing. He also had a 'Shooting Star' goal which was visible on his desk reminding him to use finger spaces in his writing.
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