Curriculum
A truly responsive curriculum doesn’t just teach - it listens, reflects, learns, and evolves. The Pedagogy of Difference research weaves First Nations perspectives, histories and Knowledges into teaching and learning, allowing students to see their identities, stories and experiences represented within education.
The research confirms that students engage in their learning best when their cultural identities, Knowledges and strengths are represented and celebrated in curriculum content. It’s important that students view themselves as capable, confident learners with the power to succeed and the agency to shape their own learning journey.
By integrating the High Impact Teaching Strategies - which include explicit literacy instruction, pedagogical expertise, holistic approaches and differentiated learning - we bridge the gap between knowledge and lived experience.
Teachers are encouraged to utilise the range of holistic and pedagogical approaches as identified through the framework. The use of these High Impact Teaching Strategies, including explicit teaching, targeted literacy instruction, support for self-regulation and behavioural support, enact a pedagogy of difference.
This learning and teaching imperative for First Nations students opens pathways to opportunity, achievement and equity, as educators create culturally responsive classrooms.
We acknowledge the Traditional Owner groups upon whose lands our Catholic schools are situated. We honour the spiritual heritage of our First Nations Australians who teach us so much about love of Country, family and community. Aboriginal and Torres Strait Islanders are advised that this resource may contain images of people who have died.
A project that focuses on calling teachers to respond to Aboriginal and Torres Strait Islander students' requests for pedagogical change.
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