With a large number of low socioeconomic areas in the Sydney region it is imperative as beginning teachers that we recognise and support students in our classrooms facing education disadvantage. In the case of Indigenous students, this will require us to avoid stereotypes, have high expectations of achievement, develop community partnerships, and be self reflective (Wynne, 2015). As teachers of Aboriginal students it is vital to collaborate with members of the local Aboriginal community, as this helps develop positive attitudes towards school and increases engagement in learning, student achievement and attendance (Harrison, 2012). High expectations of Aboriginal students will transform into improved results (Sarra, as cited in Harrison,
