Be that Teacher that makes a Difference
Be that Teacher that makes a Difference
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Written by Aboriginal and non-Aboriginal educators, this professional resource explores authentic Aboriginal education and the influence teachers can have on student opportunity and belonging.
Creator: Kylie Captain and Cathie Burgess
📘 For teachers: classroom and curriculum guide
Suggested level: Staff professional learning
Learning areas: Professional Knowledge; Professional Practice; Professional Engagement
Cross-curriculum priorities: Aboriginal and Torres Strait Islander Histories and Cultures, with connections to Country/Place, Culture and People through culturally responsive teaching, relationships, local context and educator responsibility.
🧠Australian Curriculum V9: This title is primarily a staff professional learning resource, so student content description codes have not been assigned.
Learning focus: culturally responsive teaching, authentic curriculum, expectations and reflective practice.
Practical lesson sequence
- Before: Introduce the learning focus and essential vocabulary. Invite prior knowledge without requiring students to disclose personal or family experiences.
- During and after: Use a selected chapter as a staff reading, identify one current strength and one practice requiring change, consult relevant local guidance, then document and review an achievable action over a term.
- Evidence of learning: A professional learning action plan with intended impact, evidence source and review date.
Curriculum reference: Use the suggested connections to select the most appropriate content descriptions for your year level and local program. See the Australian Curriculum Version 9.0 and the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority.
Respectful teaching
Preview the text for your learners and local context. Present Aboriginal and Torres Strait Islander peoples, cultures and knowledges as living and diverse. Do not expect Aboriginal or Torres Strait Islander students to speak for others. Where local knowledge is involved, seek guidance from local rights holders and approved Community sources.
🎓 For staff professional learning
🎓 Suggested AITSL connections:
1.4: Strategies for teaching Aboriginal and Torres Strait Islander students
2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
6.1: Identify and plan professional learning needs
6.2: Engage in professional learning and improve practice
6.3: Engage with colleagues and improve practice
6.4: Apply professional learning and improve student learning
View the Australian Professional Standards for Teachers.
Suggested use: Designed for structured staff learning. Use with AITSL’s cultural responsiveness self-reflection resources, professional dialogue and a plan to test and evaluate changes in practice; reading alone should not be presented as evidence of impact.
45 to 60 minute staff activity: Read an agreed excerpt before the session. Use 15 minutes for individual reflection, 20 minutes for professional dialogue, and 15 minutes to identify one practical change. Record the intended impact, evidence to be collected and a review date.
This is a suggested standards connection, not AITSL endorsement or accredited professional development. Reading should be combined with reflection, professional dialogue, action and evaluation of impact.
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