Australian Physical Activities Guideline Essay

The significance for this research project is that it will provide relevant and up to date data of the current levels of physical activity within Australian adults. This project will deliver an in-depth analysis of the frequency, quantity, duration, and variety of physical activity among Australians. It will also provide information about what factors are promoting a healthy lifestyle and what barriers are preventing adults from achieving the recommended weekly levels of physical activity. The research will address:

In the past couple of weeks we have participated in activities, discussed, and listened to presentations about Indigenous culture and how it is integrated in education, and what that means for our roles as teachers. This is a topic that I was fortunate enough to get the opportunity to teach, and is a subject that I’ve always been interested in and enjoyed learning about.

In effort to improve these education attainment rates as well as to improve the quality of learning amoung Aboriginal peoples, the implementation of indigenous learning methods such as storytelling becomes an effective starting point. In particular, storytelling is seen as a tool used to preserve Aboriginal history and culture. In support, McKeough et al. (2008), affirms this notion as well: “It is through the telling of stories and legends that First Nations people preserve what is most important to them—language, traditions, culture, and identity. Stories are used to provide a sociocultural and historical account of the community knowledge from elders to youth, ensuring its survival with new generations” (p. 150). Many Aboriginal students find it difficult to learn and grasp concepts due to the predominately Eurocentric teaching methods that are employed within the

Teachers in Australia have the responsibility of catering to the learning needs and abilities of the students in their classroom. Additionally they are also responsible for catering to the unique cultural backgrounds of each student, in particular the cultures of Indigenous Australians. The teacher can cater to the diverse and complex Indigenous cultures by creating a learning environment that is based on effective student engagement for Aboriginal students. Studies have shown that Aboriginal students are currently not academically achieving as well as non-Aboriginal students (What Works: Core Issue 5). Closing the academic performance gap is considered a national priority. As a result, the Aboriginal Cultural Standards Framework has been developed to ensure that schools are delivering the best possible education to all students, specifically those who identify as Aboriginal. During term 3, 2017, I completed my final practicum at Baler Primary School in a year 4 classroom. The students in my class came from a diverse range of cultural backgrounds, many of which identified as Aboriginal. Throughout this essay I will use examples from my final practicum at Baler Primary School in South Hedland to discuss how to make learning engaging, accessible and culturally responsive for Aboriginal students.

Indigenous education is utmost challenging to incorporate throughout the holistic approach in schools. This is why educators need to incorporate Indigenous perspectives in all units of work to build a safe, positive, yet constructive learning environment for students, families and the community. By undertaking this all students can learn in different ways to build an understanding of the history, beliefs, and Australian heritage.

In relation to teaching Indigenous origins, history and culture - the demonstration of the Australian Institute for Teaching and Schools (AITSL) standard 2.4 will assist me. “The Australian Professional Standards for Teachers (the Standards)* reflect and build on national and international evidence that a teacher’s effectiveness has a powerful impact on students” (Australian Institute for Teaching and School Leadership, 2012). There are seven teaching standards that can guide teachers and improve their

Students will be able to engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others’ ideas and expressing

The initiative focuses on how First Nation, Métis, and Inuit histories, cultures, and perspectives are being incorporated into many areas of the elementary and secondary curriculum. This will help both Aboriginal students and the rest of Ontario’s students. For Aboriginal students, the curriculum helps foster a sense of identity and positive self-image. For the rest of Ontario’s students the new dimension to the curriculum adds rich opportunities to explore, learn about, and appreciate Aboriginal communities and how they add to our province 's culture.

Giving my students the opportunity to participate in such protocols and be exposed to aboriginal terms of reference means that they come to understand an aboriginal worldview, which is an important step towards reconciliation. In collaboration with the Aboriginal Education Officer (AEO) and the families of the students in my class, I look to explicitly incorporate protocols into the daily activities and strengthen links to the community. I look to remove the separation that exists between the two cultures and allow my students to become sensitised at a very young age to the Indigenous culture. In a similar way to the efforts of the first school of Annabella, who sought to bridge the gap between the two cultures by teaching the local language first then English, I would look to incorporate the local Dharug language into the classroom (Groome and Garner, 1993). By incorporating Yunkaporta’s 8 ways of learning, specifically the story sharing and community links aspects, I help to connect learning to real life purposes and contexts (Christie 1986, as cited in Yunkaporta n.d., p.11). Even something as simple as the design of my classroom can reflect Indigenous culture by having a group time mat in the middle of the room to replicate the yarning process, where everyone can share “knowledge and

Today’s task is to conduct 4 For the Core, Military Movement Drills 1 & 2, and Hill Repeats. IAW TC 3-22.20.

Recently, government has called for school children to be educated in Aboriginal culture, tradition and languages. Moreover, they suggested that some subjects should be taught from Indigenous perspective. Some of the examples from the school curriculum are then given: “investigate the use of fractions and sharing as a way of managing Country: for example taking no more than half the eggs from a nest to protect future bird populations.’’ (year

The activity being used today is a card game that is known as Spite and Malice. There are two group leaders from the OTA/PTA program at the Medicine Hat College and five group members. The leaders first open up with introduction, snacks that can be had while playing the game, as well as an opening about the participant’s favorite card games. Then the leaders do a demonstration, and begin the game while helping the group. The group members range in age form 25-55, but this game is suitable for early to mid-teens and up. The purpose of the group is to engage in teach the members a new game, as well as challenge there attention, problem solving, and social skills.

The purpose behind the `poster is to demonstrate suitable Indigenous resources that can be utilised in the classroom. Students and educators are exposed to a wide range of indigenous resources through many different outlets and they can vary from videos, toys, instruments and written sources. Not all resources available are valid to Australian history and its traditional owners therefore Indigenous approved resources need to utilised in the classroom to ensure both Aboriginal and European perspectives are taught. It is critical that students are exposed to Indigenous history, their culture, life experiences and the devastating trauma they endured,(text book,p214). The activities included in this resource demonstrate authentic Indigenous teaching

For safety reasons, only a maximum of five children will be completing the obstacle course at the same time. Once the first group of children has been through the obstacle course twice, the teacher aide will direct the students away from the course where they will play “do this—do that!” (resource available at: http://www.kidactivities.net/category/Games-Waiting-and-Gathering.aspx). Once all children have completed the obstacle course, the teacher will instruct the children in some cool down

When teaching in a remote indigenous population school the first thing a teacher should do is to acknowledge the differences of the students based on their culture and personal identities. It is important to choose activities based on their cultures which may include games, and dance and movement. In terms of choosing games the resource Yulunga: Traditional Indigenous Games produce by the Australian Sporting Commission (2009) has a variety of culturally based games which cater for all skill levels. Another method used to engage and promote Health and Physical activity is by asking and using indigenous role models which will connect with the students on a more personal level (Calcott, Miller, & Wilson-Gahan, 2015, p. 56). For each activity,