Crossing Cultures

1. It’s Still Everyone’s Business An introduction to embedding Aboriginal and Torres Strait Islander perspectives in schools CrossingCultures

2. It’s still everyone’s business This presentation provides: Statistics relevant to the education of Aboriginal peoples and Torres Strait Islander peoples of Queensland An overview of government strategies and policies aimed at improving educational outcomes for Aboriginal peoples and Torres Strait Islander peoples Suggested strategies and actions for schools to achieve this Information about cross-cultural awareness activities in Education Queensland workplaces As the title of the presentation suggests, it is incumbent on everyone involved in education to support greater educational outcomes for Aboriginal and/or Torres Strait Islander students. Note: Where the term Indigenous is used it refers to Aboriginal peoples and Torres Strait Islander peoples of Australia. Where possible schools should refer to Indigenous Australians as individual groups, i.e. Aboriginal peoples and Torres Strait Islander peoples.

3. Some basic facts Aboriginal peoples and Torres Strait Islander peoples live and work in diverse situations:

4. Traditional and contemporary Urbanisation does not mean loss of culture. Aboriginal peoples and Torres Strait Islander peoples, like other people, are evolving contemporary cultural forms and practices Many Aboriginal peoples and Torres Strait Islander peoples maintain links to traditional culture, including ongoing contact with ‘country’ (traditional lands) The traditional knowledge of Aboriginal peoples and Torres Strait Islander peoples, such as land management, is valuable to contemporary Australia

5. Why is it our business? Retention in 2008 (Aust): ABS, Schools Australia, 2008 (cat. no. 4221.0) Low retention has long-term consequences for employment and training opportunities, and can lead to welfare dependency for Aboriginal and Torres Strait Islander youth.

6. Why is it our business? • Of the 168,803 Aboriginal and/or Torres Strait Islander students attending school in Australia in 2011, 143,839 (85.2%)were enrolled in government schools. • Queensland has more Aboriginal and/or Torres Strait Islander full-time students than any other state or territory : ABS, Schools Australia, 2011 (4221.0)

7. Why is it our business? Education does impact on life expectancy. The gap between Aboriginal peoples and Torres Strait Islander peoples and Non-Aboriginal and Torres Strait Islander peoples life expectancy: - 11.5 years for males - 9.7 years for females ‘Life expectancy is a broad indicator of a population’s long-term health and wellbeing. It can be affected by outcomes across the framework [including] … levels of income and education …’ Productivity Commission, Overcoming Aboriginal and Torres Strait Islander Disadvantage, Key Indicators, 2009

8. Why is it our business? The Aboriginal peoples and Torres Strait Islander peoples population has a different profile from the overall population: ABS, Schools Australia, 2008 (4221.0), Australian Social Trends, 2008 (4102.0) 

9. Demographics Source: ABS (2008a) Experimental Estimates of Aboriginal and Torres Strait Islander Australians, June 2006, Cat. no. 3238.0.55.001, Canberra; table A.1 of appendix 3.

10. Closing the Gap COAG targets (Council of Australian Governments) • halve the gap in reading, writing and numeracy achievements for Aboriginal and/or Torres Strait Islander children within a decade • halve the gap for Aboriginal and/or Torres Strait Islander students in year 12 attainment or equivalent attainment rates by 2020 Q2 targets(Tomorrow's Queensland) • 3 out of 4 Queenslanders will hold trade, training or tertiary qualifications Progress measures • Year 3, 5 and 7 reading, writing and numeracy • Year 12 or equivalent certification

11. Closing the Gap – Queensland • The Queensland Government's actions and projects will support the following strategies: • develop responses for improved reading, writing and numeracy outcomes for all ages • increase young people's engagement with school or other learning pathways • ensure curriculum is relevant and flexible • improve teacher and school leader quality and support, particularly for remote Queensland schools

12. Embedding Aboriginal and Torres Strait IslanderPerspectives in Schools Embedding Aboriginal and Torres Strait Islander Perspectives in Schools (EATSIPS) supports teachers to include Aboriginal and Torres Strait Islander perspectives in units of work and is a key component to ensuring improved outcomes for Aboriginal and/or Torres Strait Islander students. Priority action areas include professional development of all Education Queensland employees in cultural awareness, using Crossing Culturesresources.

13. Embedding Aboriginal and Torres Strait IslanderPerspectives in Schools The EATSIPS Guidelines is a practical guide for administrators and educators to ensure inclusive school practices Inclusion of Aboriginal and Torres Strait Islander perspectives within the whole school environment requires processes and practices to be embedded within four distinct areas of the school: Personal and professional accountabilities Organisational environment Community partnerships Curriculum and pedagogy

14. A cycle of learning Embedding Aboriginal and Torres Strait Islander perspectives is a cycle of learning involving: Understanding of students, community, Aboriginal and Torres Strait Islander protocols and knowledge frameworks Understanding languages and appropriate language usage Curriculum, assessment and reporting School culture and environment Strong community partnerships

15. Suggested school strategies Unpack and implement the EATSIPS guideline Support cultural specific professional development for teachers and other staff including Crossing Cultures, Hidden History - the Big Picture. Engage with the community through school activities, orientation programs and cultural excursions Collaborative curriculum, pedagogy and assessment planning Employment, career development and succession planning of Aboriginal and/or Torres Strait Islander staff

16. Factors to consider in developing school responses Scale of Aboriginal and/or Torres Strait Islander enrolment School location and size Community context and socio-economic profile Students − health status, language background, age and gender Teaching workforce − experience, expertise and expectations

17. Similar responses for all levels • Instil high expectations for Aboriginal and/or Torres Strait Islander students • Cater for language and cultural inclusions in curriculum, pedagogy and assessment • Develop local learning experiences to engage students and staff with local communities • Acknowledge, respect and engage with local cultures and protocols • Embed Aboriginal and Torres Strait Islander perspectives in key learning areas • Participate in and initiate community cultural events • Invite Aboriginal and/or Torres Strait Islander role models or mentors into the classroom

18. Resources The Crossing Cultures package includes: It’s Still Everyone’s Business– an introduction to embedding Aboriginal and Torres Strait Islander perspectives in schools The Big Picture – Hidden Historyworkshop: a set of workshop posters that provide a medium for interactive discussion, analysis and reflection as you journey from the past to the present A Reference Guidewhich provides an historical timeline and case studies Other Resources include: Holistic Planning and Teaching Framework − an engagement tool for teachers, students, parents/caregivers and communities What Works material

19. Workshop posters The Big Picture – Hidden History provides a medium for interactive discussion and analysis

20. The Big Picture – Hidden History workshop The Big Picture – Hidden History is an interactive workshop delivered by trained facilitators. The workshop is designed to: Expand your knowledge and understanding of Aboriginal peoples and Torres Strait Islander peoples diverse cultures Explore attitudes, beliefs and values Myth busting Connect to the principles of effective learning and teaching: Contact your local regional office to engage a facilitator.

21. Holistic Framework The Holistic Planning and Teaching Framework is a tool to support: Teacher planning – units of work / lessons, including C2C Examination of sensitive issues in a non-confrontational manner Introduction of new topics to students Student engagement, focus and direction Development of resources Community engagement Teacher induction

22. What Works program What Works is an Australian Government initiative to support Aboriginal and/or Torres Strait Islander students in schools through workshop delivery. More information is available on www.whatworks.edu.au

23. Other resources Other resources include: Online courses to support teachers and students Websites – Recommended: North Coast Region Hidden Histories Project: www.hiddenhistoriesproject.com.au (NB. This resource has been developed utilising local knowledge of the Fraser Coast and Bundaberg communities. Schools in these districts should check with community Elders before using this resource for teaching purposes.) Publications Aboriginal and Torres Strait Islander Commission. 1998. As a Matter of Fact: answering the myths and misconceptions about Indigenous Australians. Council for Aboriginal Reconciliation. 1999. Walking Together. Human Rights and Equal Opportunity Commission. Bringing Them Home. www.hreoc.gov.au/social_justice/stolen_children/ Contacts: Indigenous Schooling Support Unit, Central Southern Queensland by email: issucsq.dete.qld.gov.auph: 33816400 Indigenous Schooling Support Unit, Far North Queensland at: www.issu.com.au ph 40445600