1 / 13

Aboriginal Education and Training Directorate Dare to Lead 2008

Aboriginal Education and Training Directorate Dare to Lead 2008. Building Relationship. Building school’s capacity to engage Aboriginal and Torres Strait Islander communities in a relationships. Research and homework National level KNOW and UNDERSTAND THE HISTORY OF AUSTRALIA Local level

jontae
Download Presentation

Aboriginal Education and Training Directorate Dare to Lead 2008

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Aboriginal Education and Training Directorate Dare to Lead 2008

  2. Building Relationship

  3. Building school’s capacity to engage Aboriginal and Torres Strait Islander communities in a relationships • Research and homework • National level • KNOW and UNDERSTAND THE HISTORY OF AUSTRALIA • Local level • KNOW and UNDERSTAND THE HISTORY OF the LOCAL COMMUNITY • A shared history! ITS ALL OUR HISTORY!!

  4. How well do schools know their local Aboriginal community/ies What is the history of the local area? What are the local community protocols? What is the population of your local community? Is the population made up of one language group or a number of groups for various reasons? What are those reasons? What has your school done get to know Aboriginal people and become more aware of issues related to their experiences? Who is in my community?

  5. Why? Aboriginal people are the owners and custodians of their knowledge and culture. They have the right to be consulted when aspects of Aboriginal history and culture are being incorporated into the school curriculum. As custodians of their cultures and languages, Aboriginal people alone possess the necessary knowledge, skills and experiences to give authenticity to Aboriginal studies and perspectives in schools. Working with Aboriginal Communities Office of the Board of Studies Why should Aboriginal people be involved in developing and implementing Studies and Perspectives

  6. Aboriginal and Torres Strait Islander people are the custodians of the knowledge

  7. The Hunter / Central Coast Experience

  8. Schools Schools: Woy Woy Sth PS, Ettalong PS, Empire Bay PS, Umina PS and Woy Woy PS

  9. Developing and Supporting Curriculum • Know what you would like community support you with. Is it; • Perspectives in COGs, Yr 7-10 History or other KLAs • Aboriginal studies units: Stages ES1 – S5 • Stage 6 Aboriginal Studies?

  10. Why? The geographical location and close proximity of these schools on the Central Coast peninsula meant that they were conducive to: • Developing and strengthening relationships with the local Aboriginal community (as a cluster) • Developing consistency and continuity of Aboriginal Studies units from Stages 1 through to 3 (as a cluster) • Developing a scope and sequence thus avoiding over representation and use of resources and information (as a cluster) • Pooling and sharing local resources (as a cluster) • Supporting and enhancing local understandings of Aboriginal community protocols (as a cluster) • Establishing and supporting a collegial network (as a cluster) • Maximising the use of local Aboriginal community support and resources appropriately (as a cluster)

  11. Stages of the project • Term 1 - Contact schools. • Term 1 - Contact Aboriginal community members. • Term 1 - Writing workshop. • Term 2 - Cultural day excursion • Term 2 - Trial units in each school. • Term 3 - Evaluate and review units. • Term 4 - Upload units on to the AETD website, along with the framework.

  12. Process for working with community • Contacted local AECG and regional support people. • Liaised with ACLO to set a meeting and a date. • Met with community at a suitable location • Outlined the project: - develop HSIE units of work with 5 schools across 3 learning stages, - Units based on existing units but from an Aboriginal perspective - Units based on local content and knowledge AETD then, • Supported communities understanding of curriculum by: - providing copies of syllabus document and support document - discussing some of the terminologies eg outcomes, indicators - discussing what a syllabus was and how it supported curriculum • Discussed how community could support the development of units with schools. -

  13. Feedback • “Good to work with local people” • “This how all programmes should be developed” • “Came together as the days went on” • “Would have been great as a group to go out into the local area and look at some sites/plants etc talk, touch, smell, taste and see etc” • “Good treatment of an area that is always difficult to teach properly” • “We have created something that I’ll be excited to teach and highly relevant” • “Fantastic “awakening”. The start of a very worthwhile, project for all children and teachers alike! Many thanks!” • “Excellent: greater outcomes than anticipated” • “Such a highly valuable 3 Days. It’s a start in the right direction” • “Wonderful to work with other schools and community members. Very enjoyable” • “A very important and worthwhile 3 days. It has been a pleasure to be part of it. Thank you” • “Got better in time! Thank you!” • “It was great to be part of an action that is so worthwhile. Thankyou” • “Very exciting – can’t wait to begin the lessons! • “Great job! Working towards Reconciliation” Teachers from : Woy Woy Sth PS, Ettalong PS, Empire Bay PS, Umina PS and Woy Woy PS

More Related