Culture in context: connecting indigenous kids to schooling the Beaconsfield way

1. Culture in context: connecting indigenous kids to schooling the Beaconsfield way

2. Assumptions Facets of the Learner The Learning Group Approach Closing the Gap – the Beaconsfield way

4. Indigeneity is not a “one size fits all” concept • All kids can learn • Schools need to fit the learner • Indigenous kids are indigenous • Indigenous kids are individuals • Exclusive support can benefit from inclusive practice • There are more facets to the learner than cultural background alone

5. Facets of thelearner Social background Personal interest Gender Physical environment Culturalbackground Culturalbackground Individual Prior learning Access to ICTs Family circumstance Emotion Nurturing

6. Theoretical perspectives Beare/Gardner - Schools Goleman - Emotions Gardner - Intelligences Gladwell - Blink

7. Developmentally Appropriate Programming“The Learning Group Approach” A whole school approach to supporting learners

8. what is it ? • Looking at schooling from a different point of view • Tailoring schooling from the “student out” rather than the “system in” • It is grouping of children to capture as many of their learning needs as possible THE LEARNING GROUP APPROACH

9. The Learning Group Approach Common Program 9

10. The Learning Group Approach “Tailored” commonprogram 10

11. Closing the Gap – A local perspective • Defining the “gap” (in local contexts) • Understanding the “gap” (across a range of aspects) • Contextualising the “gap” (in specific settings) The first gap we have to close is the gap that many educators have in their thinking about indigenous education and schools

12. Closing the Gap: the Beaconsfield way School Profile 500 students Northern suburbs Mackay 60+ “indigenous” students Torres Strait Children Aboriginal Children Australian South Sea Islander children Pacific Islander Children South African Children Community Profile Yuibera People Torres Strait Islander community Australian South Sea Islander community Maltese community Recent residency trend – non local families 60000 Sugar - Coal - Tourism Developmental and growth

13. Inclusive design to achieve Exclusive outcomes Who are our kids? What do they need? How can we support them?

14. Student Data CEC CTG Teacher Profile Welfare Classroom assistance Individual Student Assistance Staff Liaison Cultural resources catalogue – artefacts/texts/community contacts Absences data HOP Social Welfare Drumbeat Karate Essential Learning Options Welfare Classroom Assistance Individual Assistance Home Liaison H.O.P. Absences follow-up Re-entry support Social Welfare Cultural resources catalogue – artefacts/texts/community contacts Program EXTRA PROGRAMMING Breakfast FOGs Parent Meetings DRUMBLE Cultural Acknowledgement Day

15. Student Profile Instrument Areas of observation (1-3 scale) based on teacher observations • Engagement in the Classroom/Playground • Health • Attendance • Behaviour • NAPLAN • Academic potential • Extra Curricula activities

16. Advantages of the profile • Beyond Academic contexts • Profile data informs academic positioning • Living process/document - emergent Program Profile

17. How can teachers use the data? Access to profile – individual/groups/whole school Specific descriptors - shape discussions - inform parental communications - Inform program content • Create opportunity for target setting • Application of instrument to other contexts/ populations

18. The profile instrument 1 2 3

19. thankyou Paul RICHARDSON prich20@eq.edu.au Maud COROWA mcoro2@eq.edu.au Anke MACLEAN amacl42@eq.edu.au