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This Essay emphasis on the improvement of educational outcomes of Indigenous students by

Stronger and Smarter Institute (SSI) approach to the growth and open mindset of the educators.

Dr. Chris Sarra suggested that there is no power or authority in any education system for an

educator to have a closed mind about Indigenous students, and their achievement (Closing the gap

report,2017). The statement clearly reflects Dr. Chris Sarra’s own life educational experience

which is mentioned in one of the articles Armed for success in Griffith Review (Stronger Smarter

module,2017). After finishing high school, he received a Tertiary Entrance score which indicated

that he was average and had limited capacity for further study. Fortunately, Sarra got into the

Queensland University of Technology which was encouraged more Aboriginal people into the

teaching. His teacher supports him to have a positive sense of self-identity regardless of other

negative perception of educators. Teacher positive perception and support on Dr. Chris Sarra and

his positive self-identity led him to graduate with a Ph.D. in Psychology and continue the journey

to challenge other educators to believe in the learning capacity of Indigenous Australians and

become the first Aboriginal principal for Cherbourg State School.

Dr. Chris Sarra suggests that creating a positive sense of identity for the Indigenous student is

essential to develop self-esteem. They feel proud and belong to the school community and thrive

to become stronger and smarter (stronger smarter module,2017). It has been suggested that only

high expectations leadership makes a difference of Indigenous people. Though the teacher feels

they should have high expectations of Indigenous students, they unconsciously show low

expectations on students due to students’ socio-economic life (stronger smarter module,2017). The
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teacher negative perception of the learning capacity of Indigenous students definitely lowers the

expectations. Hence Dr. Chris Sarra emphasis on shifting teachers negative perception on

Indigenous students to the positive belief that they are capable of learning similar to the other

students. This is essential to set high expectations for Indigenous students to develop them as a

stronger and smarter (stronger smarter module,2017).

According to Dr. Chris Sarra, Indigenous students are those who are stronger and smarter, and are

capable of learning and having positive sense of cultural identity (stronger smarter module)

Indigenous people are those who talk about their families and are localized by family

identification. The Indigenous people’s social relations are established through the kinship and

activities of the local organization dealing with Aboriginal issues. In southwestern Sydney, family

identification of Indigenous people are upraised by their community to include those who have

been away from the families (Yamanouchi,2010). This also includes Indigenous people from

‘stolen generation’. Some people do not have any kin and not established any contact with the

families and have lost them. In 2008, National Apology to the Stolen Generations was an important

milestone taken by a nation to heal the overdue acknowledgment of grief, suffering, and loss

experienced by a generation of Indigenous students. The recognition of Indigenous people in

Australia’s constitution is another step in the journey of healing and it also complements the work

all Australian states have done in recognizing Australia First people in their constitutions( closing

the gap).
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In order to close the educational gap between Indigenous and non-Indigenous students, Dr. Chriss

Sarra established a Stronger Smarter Institute in 2005 and fostered Stronger Smarter philosophy

in Australia to change the tide of low expectations of Indigenous students( Rauland, & Adams,

2015). The principle of Stronger Smarter approach is that all students are capable of learning and

Indigenous students still being strong in their culture can achieve similar to any other students.

The teachers or adults involved in Indigenous students education need to develop their own belief

and mindsets and consciously work to create and implement classroom and community practices

to support all children to be stronger and smarter( stronger smarter module,2017).This involves

embracing a positive cultural identity, high expectations of the students and high expectations

relationship among students, staff, and community to create a supportive strength based staff

culture and Stronger and Smarter school culture. In such settings, students and learning can thrive,

and students feel belonging to the school community( ( Rauland, & Adams, 2015).The Stronger

Smarter philosophy addresses the importance of AITSL (Australian Institute for Teaching and

School Leadership,2011) standards 1.4 and 2.4 to close the gap between Indigenous students and

Australian mainstream students.

The Stronger Smarter Institute (SSI) approach has five meta-strategies to address the key issues of

Indigenous students achievement. They are Positive student identity, Indigenous leadership, High

expectations, Staffing models and Innovative and dynamic school models. The Stronger Smarter

Institute use these strategies to transform the school culture into Strong and Smart school culture

which enable all students capable of learning with cultural identity(Stronger Smarter

module,2017).
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Indigenous student engagement such as attendance, participation and belonging to the school is

one of the major issues to improve the educational outcomes of the students (what works,2010).

Attendance is one of the factors considered in Review of Aboriginal Education (2004) conducted

by the NSW AECG and the NSW DET (what works,2010). The analysis of the results by DEST

study revealed that reason for the absence of Indigenous student may be from a rural area where

there is no transportation and mobility of Indigenous students for cultural perspectives may also

lead to absences’ (What Works,2010). The reason for absence could be illness or family issues. In

2014, more than 85 percent of Indigenous students attended school regularly ( Annual

report,2015). Indigenous student had shown increase in attendance where the parents want their

children to attend school and engagement is not only the physical presence but it also involves the

students participating in the activities where student should have welcoming, safe and supportive

class environment and student feel belong to school as they are valued, cared, and respected their

culture and community (what works,2010). In 2016, the attendance rate for Indigenous students

nationally was 83.4 percent, compared with 93.1 percent for non -Indigenous student (closing the

gap, 2017).

Indigenous student engagement can be improved effectively by applying the Stronger Smarter

Institute approach to the school. It develops the positive sense of student identity, which enhances

the self-esteem of the students, and they feel proud and power in the school community. The school

supports Indigenous students’ cultural identity by involving the Indigenous community in the

various programs such as storytelling, traditional games, dancing, singing, and artwork that

describes the ancient, traditional and contemporary Indigenous perspectives, knowledge, culture,
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and society. Thus Indigenous people cultures are reflected in the curriculum in various programs

which also helps teachers and non-Indigenous students to understand Indigenous student's culture

and community. Indigenous students need to have a stimulating learning environment in the

school. The classroom needs to reflect the student's identity and their learning. Teachers high

expectation of indigenous student learning is essential for them to engage in more challenging

learning to feel them worthy to attend school every day. The schools also provide transportation

for Indigenous students to support the regular attendance of students (stronger smarter

module,2017) according to Aboriginal Education policy 1.4.1. provide transportation to

Indigenous students. Thus, positive student identity and high expectation of the students, and high

expectation of the relationship among students, staff, and community enhances the student

engagement such as attendance, participation, and belonging.

As a future science teacher, I would like to apply Stronger Smarter approach to teach a science

curriculum for Indigenous students to embed Indigenous cultural perspectives to support their

science learning and knowing Aboriginal terminology is essential for me to teach students. The

lifestyle of Indigenous community such as hunting, fishing, collecting bush food and medicines

with their elders improved their watching and learning skills that enhance students scientific

understanding (Chigeza,& Philemon,2017).As a science teacher, I would like to encourage the

student to add their experiences and languages from their communities to facilitate the exchange

of language, knowledge and cultural understanding. It address the educational and social aspiration

of Indigenous students ( Annual report,2015). The concept of force, which is defined as a push or

pull with magnitude and direction, and energy which is the capacity to do work is not new to
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Indigenous student as they have traditionally used the wind directions and force for sailing, wind

direction to define their seasons, and sea currents to manage aspects of their lives as suggested by

Sharp (cited in Chigeza,& Philemon,2017 ). As a result ,while teaching these concepts I will give

examples of daily activities of Indigenous students to integrate their experiences to the content

,to provide deep knowledge and understanding which satisfy the Australian Institute for Teaching

and School Leadership( AITSL) Standards 1.4 and 2.4 (AITSL,2011,p.9,p11) Aboriginal

education policy 1.5.2,1.5.3,1.5.4 and acknowledgement of Indigenous students knowledge as a ‘

living knowledge’ and not belong to the past ( Harrison & Sellwood ,2016) is essential for student

engagement.Though students are not aware of scientific terms to explain the concept they know

the concept due to life experience. Hence as a science teacher, I would like to teach science not

only in the interest of Indigenous student but also support to improve Indigenous students’ science

literacy ( Harrison & Sellwood, 2016). Language being one of the barriers for Indigenous students

to learn science, special education is provided for them to know the vocabulary and grammar to

improve their description and label of the concept diagram ( Wellington & Osborne as cited in

Harrison & Sellwood, 2016 ) Thus I provide high expectations for Indigenous students, and other

students and support for them to become a successful science learner ( Aboriginal Education

policy 1.6, 2015)

Apart from class activities, Indigenous students can be taken out of the classroom to explore the

natural environment as students believe in learning in the natural environment than the textbooks.

Teaching the natural science such as environment, animals, water, sky, and tree by involving

community will be a great support to me and the students to connect content to their experience.
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The community shares their knowledge with the children, and teacher which enhances student

learning and engagement. I acknowledge and respect the involvement of the community in science

teaching that helps me to build high expectations relationship among the students, staff, and

communities (Stronger Smarter module,2017). As science is inquiry-based learning, involves

asking questions, carry out an inquiry and making an evidence-based conclusion ( Harrison &

Sellwood, 2016).I would like to encourage students to plan the investigation and create a mindmap.

to carry out the investigation that supports student’s inquiry skills and improves science literacy

skills. Furthermore, collaborative learning during the discussion will also support students to share

their knowledge (Harrison & Sellwood, 2016).

The biggest challenge in teaching science for Indigenous students applying Stronger Smarter

approach is that the most of Indigenous students are not confident in the Standard Australian

English (SAE), but the science literacy needs SAE. To solve this issue, I will invite parents who

know SAE and their language to explain the concept of the term in their own language to the

students. Hence the scientific terms such as conduction, inductions, electricity and much more

introduced to the class in their language, provide deep understanding (Chigeza& Philemon.2017)

Inviting parents and community be involved in the educational journey of the students requires

more time for me to plan for the activities. On the other hand, sometimes community and parents

may not be available in the required time. This may affect the lesson which is designed based on

Indigenous perspectives (Harrison & Sellwood, 2016). Hence the development of action plan for

Indigenous students which involve the school community and Indigenous community is made at

the beginning of the year and this action plan is informed to the parents by arranging parents
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meeting before school starts to ensure their availability during activity time and also to inform my

expectation from students that enable parents to send their children to the school as themselves

involved in the educational journey of their children( Harrison & Sellwood, 2016) and thus their

children attendance rate will increase. Taking an appointment with the local community before in

hand is essential for community involvement in the class activities.

The New South Wales Review of Aboriginal Education (NSW DET and NSW AECG In, 2004)

emphasizes that strategies to bring about the improvement in attendance, retention, academic

performance of Indigenous students fail if the identity and belonging are not addressed at the

school. As Stronger Smarter Institute approach play a significant role in developing positive

student identity and belonging of the students to the school, this approach can be used widely to

address the key issues of all marginalised students apart from Indigenous students. It has been

suggested that the teaches takes responsibility of implementation of new curriculum in school

across the nation by updating their knowledge and skill to provide quality education in the

classroom (Aboriginal Education Policy 1.2.1,2015) and it sets growth mindset for teachers and

shift them from negative stereotypes. Hence the government need to maintain resources required

for teachers’ new approaches to make all students capable of learning still maintaining their

cultural identity. However, the Gonski Review, the school funding to meet the students need which

was established by former Labor Government seems to be abandoned by 2017 (Price,2015).

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References

1. Australian Government. Department of the Prime Minister and Cabinet. (2017). Closing

the gap: Prime Minister's report 2017.

2. Chigeza, Philemon. Language Negotiations Indigenous Students Navigate When Learning

Science [online]. Australian Journal of Indigenous Education, The, Vol. 37, 2008: 91-97.

Availability:

<https://search.informit.com.au/documentSummary;dn=593559967234116;res=IELIND>

ISSN: 1326-0111. [cited 19 Dec 17].

3. Flinders University. (n.d.). General information folio 5: Appropriate terminology,

Indigenous Australian peoples

4. Harrison, N. E., & Sellwood, J. (2016). Strategies for teaching Aboriginal and Torres Strait

Islander students. In Learning and teaching in Aboriginal and Torres Strait Islander

education (3rd ed., pp. 70-99). South Melbourne, Australia: Oxford University Press

5. Price, K. (2015). Delivering the promise: Empowering teachers to empower students.In K.

Price (2nd Ed.), Aboriginal and Torres Strait Islander education: An introduction for the

teaching profession (2nd ed., pp.45 ). Port Melbourne, Australia: Cambridge University

Press

6. Rauland, C., & Adams, T. (2015). A stronger; smarter future: Multicultural education in

australia. Reclaiming Children and Youth, 23(4), 30-35. Retrieved from https://search-

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7. Rofe, C., Moeed, A., Anderson, D., & Bartholomew, R. (2016). Science in an Indigenous

School: Insight into Teacher Beliefs about Science Inquiry and their Development as

Science Teachers. The Australian Journal of Indigenous Education, 45(01), 91-99.

8. Stronger Smarter Professional Learning

ModuleHTTP://WWW.STRONGERSMARTERPLM.EDU.AU/

9. What Works. (2010).

http://www.whatworks.edu.au/upload/1250830979818_file_5Engagement.pdf

10. Yamanouchi, Y. (2010). Kinship, organisations and 'wannabes': Aboriginal identity

negotiation in south-western Sydney. Oceania, 80(2), 216-228. Retrieved from

https://search-proquest-com.ezproxy.uws.edu.au/docview/613397841?accountid=36155