Task Solutions-Understanding of Education Assessment: EPSY715

The school district in which Icurrently deci …

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The school district in which Icurrently decide and teach as an educator is New South
Wales of Australia. There has been alot of improvement and development of policy related to
educational setting as well as student accommodation in this school district followed by
improvement of state standards and students course related to education and literacy rate
(Preston & Claypool, 2021) .However proper assessment strategies and assessment of the current
results from the new South wales district has not been done for understanding the rate of
improvement in the last few years from the test result. This assignment focuses on the research
topic of issues and challenges of aboriginal early childhood education in Australia in relation to
the target of successful meeting of k-12 assessment goals. The research topic focuses on the
current issues experienced by the aboriginal families in New South Wales, the application of the
policy related to aboriginal early childhood education and student accommodation followed by
tools of assessment like closing the gap strategies and governmental interventions.
Student assessment can be considered as the ongoing procedure of collection of evidence
for determining what ’sstudents actually know or understand and have the potential to do in
future. Regarding context of the understanding of issues and challenges related to the early
childhood education for the aboriginal children in NSW, it is important as a teacher to
understand why engagement and attendance is equally important in the early childhood
educational context. Government of Australia in majority of the state and Street schools have
increasingly understood and recognise this significance of quality and efficient early childhood
education for the backward class that is the aboriginal community in variety of policy documents
(Jolly & Robins, 2021) .Significant tools and strategies that has been developed under the policy
approaches includes council of Australian government closing the gap targets, aboriginal and
Torres strait islander education action plan, National aboriginal and Torres strait islander
education strategy. The focus of aboriginal early childhood education however is still evaluated
properly by assessment and research as well as lack of proper data. There has been no proper
Research and assessment regarding the improvement in the accessibility of early childhood
education for aboriginal community as well as rate of attendance in the childhood centres at New
South Wales Australia (Williamson et al., 2019) .Report studies have revealed new model
challenges related to reduced engagement of aboriginal people in early childhood section. There
has been aconstant query on the need of focusing the NSW school district to adapt as well as
accommodate learners from aboriginal community under their already existing mainstream
Understanding and discussing about the issues and challenges experienced by the
aboriginal community people for accessing the early childhood education, one of the significant
focuses that needs to be understood for this research purpose is the overview of k12 assessment
goals. The topic of accessibility and highlighting of challenges related to early childhood
education successfully meet one of the assessment goals of k12 that ensures development of
proficiency through mother tongue and multilingual education as well as ensuring aseamless and
integrated learning experience for aboriginal students (Maxwell et al., 2018) .
The research topic in discussion is analysis and assessment of challenges and issues
experienced in early childhood education for the aboriginal community. Understanding the k12
assessment goal in NSW district, this research topic will trigger out the issues and challenges
related to language in education and accessibility of the aboriginal people for the basic education
rights (Jolly & Robins, 2021) .This research topic focuses on understanding and addressing the
challenges related to multilingual educational gap and seamless and integrated learning
experience for the aboriginal children in New South Wales.
There are numerous political, social as well as economics issues and challenges that has
been impacting the accessibility of early childhood education for the aboriginal group of people
in NSW. Economic issues majorly include income and low level of literacy over the ability of
aboriginal parents to initiate and engage or influence their children to get the basic preliminary
education (Dimitropoulos et al., 2018) .Food employment levels is connected to financial heart
shape as well as homelessness followed by social isolation and increase level of crime that
instigates children to take part in numerous Anti social activities rather than enrolling themselves
in early childhood education system.
Social and political factors contributing to the issues and challenges of the accessibility of
the aboriginal population in NSW towards early childhood education is discrimination. Prejudice
and discrimination related to race, language as well as power or some of the significant factors
that impacts the access towards basic education rights and early childhood education setting for
the aboriginal community people in NSW Australia (Sumsion et al., 2018) .Intergenerational
trauma followed by systematic racism and examples of stolen generation recognises the depth of
culture related to aboriginal origin that has been widely discriminated under the socio-political
norms in the country. Recognition of the past injustice as well as cultural practices and property
rights are some of the allied factors.
Majority of the research studies that has been done regarding the educational system and
the access towards education for the aboriginal people highlights the curriculum and pedagogy
are majorly imbued with the knowledge of the indigenous people as well as the ways of
understanding. The policy for student accommodation specifically at the school district of NSW
is quite debatable due to the questionable capability framework and in effectiveness of aboriginal
learning and engagement centre (“Aboriginal education in NSW public schools”, 2022) .
According to the current review the aboriginal learning and engagement centre has been re
developed an implemented in the year 2020 for supporting of the proportion of students from the
aboriginal community for the early childhood and primary education and maintaining cultural
Some of the significance specific means of students within the NSW school district as
well as students having special learning means are development and implementation of
multilingual educational setting as well as incorporation of aboriginal culture as a mandatory
subject in the curriculum for respecting this traditional community who has been living in the
country for more than 1000 years. Students from the aboriginal community having special
learning means require educators and from similar community there by triggering the recruitment
of early childhood educators from the aboriginal community (Kefu, 2018) .The NSW department
of education consider English as an additional dialect for supporting the aboriginal students and
incorporate improvement and excellence measured in strategic improvement planning.
Regarding the understanding of issues and challenges related to accessibility of early
childhood education by the aboriginal community in NSW school, some of the specific
applications that has been done includes development of reconciliation action plan, notification
of the unique requirements of aboriginal students like hostels for accommodation specifically
due to the challenge of homelessness, consideration of increased capacity of teachers from the
remote and rural areas for meeting the requirement of aboriginal learners and allotment of state
wise staff room for supporting regional student and collection of additional advise and resources
for the community (Burgess & Harwood, 2021) .
Some of the major resources that can be considered for the analysis of the documentation
detail regarding the proposed topic of accessibility of aboriginal children for early childhood
education includes NSW governmental data reports, Australian Journal of Teacher Education,
K–12 Assessment tools and targets.
Aboriginal education in NSW public schools .Education.nsw.gov.au. (2022). Retrieved 11 May
2022, from https://education.nsw.gov.au/teaching-and-learning/aec/aboriginal-education-
in-nsw-public-schools#English1 .
Burgess, C., & Harwood, V. (2021). Aboriginal cultural educators teaching the teachers:
mobilisng a collaborative cultural mentoring program to affect change. The Australian
Educational Researcher ,1-18.
Dimitropoulos, Y., Holden, A., Gwynne, K., Irving, M., Binge, N., & Blinkhorn, A. (2018). An
assessment of strategies to control dental caries in Aboriginal children living in rural and
remote communities in New South Wales, Australia. BMC Oral Health ,18 (1), 1-8.
Jolly, J. L., & Robins, J. H. (2021). Australian gifted and talented education: An analysis of
government policies. Australian Journal of Teacher Education (Online) ,46 (8), 70-95.
Kefu, M. W. (2018). From rhetoric to learning: Bridging the disconnect between policy and
teaching practice around Aboriginal and Torres Strait Islander Australia in the Australian
primary education system. Coolabah ,(24&25), 260-273.
Maxwell, J., Lowe, K., & Salter, P. (2018). The re-creation and resolution of the ‘problem ’of
Indigenous education in the Aboriginal and Torres Strait Islander cross-curriculum
priority. The Australian Educational Researcher ,45 (2), 161-177.
Preston, J. P., & Claypool, T. R. (2021). Analyzing assessment practices for Indigenous students.
In Frontiers in Education (Vol. 6).
Sumsion, J., Harrison, L., Letsch, K., Bradley, B. S., & Stapleton, M. (2018). ‘Belonging ’in
Australian early childhood education and care curriculum and quality assurance:
Opportunities and risks. Contemporary Issues in Early Childhood ,19 (4), 340-355.
Williamson, A., Gibberd, A., Hanly, M. J., Banks, E., Eades, S., Clapham, K., & Falster, K.
(2019). Social and emotional developmental vulnerability at age five in Aboriginal and
non-Aboriginal children in New South Wales: a population data linkage
study. International journal for equity in health ,18 (1), 1-12.


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