Aboriginal Education

Park Hill Public School has significant enrollments of students who identify as Aboriginal or Torres Strait Islander. It is essential that you acknowledge and appreciate the diverse nature of this culture, whilst also providing specific teaching strategies and support networks for these students in order to promote high levels of school engagement, participation and achievement.
Research indicates that a significant proportion of Indigenous children are behind their non-Indigenous peers when it comes to academic achievement and school participation (Dockett, Perry & Kearney, 2011; Herbert, 2006). Indigenous children in Australia are less likely to excel in formal education due to a range of social, cultural and academic factors (Habibis & Walter, 2009). It is essential that teachers and professional practitioners acknowledge and appreciate Aboriginal cultures, their different perspectives, needs and social cultures (Craven, 2011).
The New South Wales Department of Education and Training and the New South Wales Aboriginal Education Consultative Group Inc. (2004) affirm that through effective support strategies implemented into educational settings, the nature of disadvantage for Aboriginal individuals can be alleviated. This can be effectively achieved through the implementation of pre-schooling engagement, effective communication networks and connecting Aboriginal parents, carers and elders to the school community (NSW DET & NSW AECG, 2004). It is essential to create effective links of communication with the Aboriginal students and their families in order to effectively connect and engage them to the school community. It is also essential for teachers to be aware of Aboriginal culture, its beliefs, practices and behaviours as well as recognising the individuality of each of its members. You should use this cultural awareness when communicating and working with Aboriginal people (Craven, 2011).
The following resources will provide you with some background information on Aboriginal culture and the specific educational disadvantages experienced by its members particularly in regard to educational engagement and achievement. As a teacher you need to appreciate the evident 'gap' experienced by Aboriginal students and implement teaching and learning strategies, as well as effective support networks to help 'close the gap'.
Research indicates that a significant proportion of Indigenous children are behind their non-Indigenous peers when it comes to academic achievement and school participation (Dockett, Perry & Kearney, 2011; Herbert, 2006). Indigenous children in Australia are less likely to excel in formal education due to a range of social, cultural and academic factors (Habibis & Walter, 2009). It is essential that teachers and professional practitioners acknowledge and appreciate Aboriginal cultures, their different perspectives, needs and social cultures (Craven, 2011).
The New South Wales Department of Education and Training and the New South Wales Aboriginal Education Consultative Group Inc. (2004) affirm that through effective support strategies implemented into educational settings, the nature of disadvantage for Aboriginal individuals can be alleviated. This can be effectively achieved through the implementation of pre-schooling engagement, effective communication networks and connecting Aboriginal parents, carers and elders to the school community (NSW DET & NSW AECG, 2004). It is essential to create effective links of communication with the Aboriginal students and their families in order to effectively connect and engage them to the school community. It is also essential for teachers to be aware of Aboriginal culture, its beliefs, practices and behaviours as well as recognising the individuality of each of its members. You should use this cultural awareness when communicating and working with Aboriginal people (Craven, 2011).
The following resources will provide you with some background information on Aboriginal culture and the specific educational disadvantages experienced by its members particularly in regard to educational engagement and achievement. As a teacher you need to appreciate the evident 'gap' experienced by Aboriginal students and implement teaching and learning strategies, as well as effective support networks to help 'close the gap'.
Talking Identity- New South Wales Department of Education and Training (2002)
This document provides essential information for Stage 2 teachers on Aboriginal Education that can be integrated into HSIE units of work. The information and strategies embedded within will be useful within your classroom to provide learning experiences that connect to the culture of many students within your classroom. The document also provides essential background information on Aboriginal culture and also includes relevant contacts for Aboriginal Liason Officers and Departmental contacts to help you on your way with the integration of Aboriginal culture within you classroom programming,
This document provides essential information for Stage 2 teachers on Aboriginal Education that can be integrated into HSIE units of work. The information and strategies embedded within will be useful within your classroom to provide learning experiences that connect to the culture of many students within your classroom. The document also provides essential background information on Aboriginal culture and also includes relevant contacts for Aboriginal Liason Officers and Departmental contacts to help you on your way with the integration of Aboriginal culture within you classroom programming,

talkingidentity.pdf | |
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The Report of the Review of Aboriginal Education
Feeling the Spirit: Dreaming an Equal Future
This review conducted by the New South Wales Department of Education and Training in conjunction with the New South Wales Aboriginal Education Consultative Group (2003) provides detailed information that reveals the identified 'gap' between the levels of achievement, engagement and participation of Aboriginal students in education systems. It provides detailed information and background knowledge of Aboriginal individuals and their culture, whilst also highlighting the many disadvantages that they experience in Australian society. It provides detailed information and statistics on the growing and learning opportunities for Indigenous Australians at all stages throughout the education system, whilst also highlighting the significant need for support systems to be implemented. Recommendations are given in regard to these issues so that we, as teachers, can begin to alleviate and narrow the 'gap' identified between Indigenous and non-Indigenous students.
Feeling the Spirit: Dreaming an Equal Future
This review conducted by the New South Wales Department of Education and Training in conjunction with the New South Wales Aboriginal Education Consultative Group (2003) provides detailed information that reveals the identified 'gap' between the levels of achievement, engagement and participation of Aboriginal students in education systems. It provides detailed information and background knowledge of Aboriginal individuals and their culture, whilst also highlighting the many disadvantages that they experience in Australian society. It provides detailed information and statistics on the growing and learning opportunities for Indigenous Australians at all stages throughout the education system, whilst also highlighting the significant need for support systems to be implemented. Recommendations are given in regard to these issues so that we, as teachers, can begin to alleviate and narrow the 'gap' identified between Indigenous and non-Indigenous students.

aer2003_04.pdf | |
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New South Wales Smarter Schools Partnerships - Supporting our Aboriginal Students
The provided link will support you in learning more about the action plans in place for supporting Aboriginal students in regard to education. The information on this website provides extensive information about the levels of achievement of Aboriginal students and the developed action plans, including "Closing the Gap" that are currently being implemented across many schools not only in New South Wales but nationwide.
http://www.nationalpartnerships.nsw.edu.au/supporting-aboriginal-students.php
The provided link will support you in learning more about the action plans in place for supporting Aboriginal students in regard to education. The information on this website provides extensive information about the levels of achievement of Aboriginal students and the developed action plans, including "Closing the Gap" that are currently being implemented across many schools not only in New South Wales but nationwide.
http://www.nationalpartnerships.nsw.edu.au/supporting-aboriginal-students.php
Indigenous Education Action Plan Draft: 2010-2014
The Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA) (n.d) in conjunction with the Australian Government have developed an action plan to aim to "close the gap" between the life outcomes of Indigenous and non-Indigenous Australians in regard to health, welfare and education. This document proposes national, jurisdictional and local target and aims for education, health and welfare sectors to achieve and implement to help benefit that Indigenous Australian in our society. It is important that you acknowledge and appreciate the cultural and social differences of Indigenous Australians and align your teaching practice to help alleviate the gap of educational achievement, participation and engagement that is so evident within our society.
The Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA) (n.d) in conjunction with the Australian Government have developed an action plan to aim to "close the gap" between the life outcomes of Indigenous and non-Indigenous Australians in regard to health, welfare and education. This document proposes national, jurisdictional and local target and aims for education, health and welfare sectors to achieve and implement to help benefit that Indigenous Australian in our society. It is important that you acknowledge and appreciate the cultural and social differences of Indigenous Australians and align your teaching practice to help alleviate the gap of educational achievement, participation and engagement that is so evident within our society.

ieap_stage_two_consultation_draft_2.pdf | |
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Dare to Lead
"Dare to Lead" (2009) is a government funded national project that aims to improve the educational outcomes for Indigenous students through engaging them in supportive learning environments that acknowledge and celebrate their diverse culture. The resources and information provided in this website will put you in good stead to providing effective and connected learning experiences for Aboriginal students. It also provides meaningful research articles and professional development resources which will be beneficial in your early career teaching development. The newsletters and professional articles are informative and provide imperative information on connecting Aboriginal students and their families to the school community,
http://www.daretolead.edu.au/
"Dare to Lead" (2009) is a government funded national project that aims to improve the educational outcomes for Indigenous students through engaging them in supportive learning environments that acknowledge and celebrate their diverse culture. The resources and information provided in this website will put you in good stead to providing effective and connected learning experiences for Aboriginal students. It also provides meaningful research articles and professional development resources which will be beneficial in your early career teaching development. The newsletters and professional articles are informative and provide imperative information on connecting Aboriginal students and their families to the school community,
http://www.daretolead.edu.au/
Connected Communities Strategy - New South Wales Department of Education and Communities
The NSW DEC have implemented the "Connected Communities Strategy" to specifically adress the educational and social disadvantages experiences by Aboriginal and Torres Strait Islander students in NSW Schools. This strategy positions schools as community hubs and promotes schools to play a key role in the delivery of key services as well as supporting children and young people. The strategy was developed in conjunction with the Aboriginal Education Consultative Group (AECG). Although this strategy is aimed at specific schools, the ideas and values represented within in will provide you with beneficial background information (2011).
The NSW DEC have implemented the "Connected Communities Strategy" to specifically adress the educational and social disadvantages experiences by Aboriginal and Torres Strait Islander students in NSW Schools. This strategy positions schools as community hubs and promotes schools to play a key role in the delivery of key services as well as supporting children and young people. The strategy was developed in conjunction with the Aboriginal Education Consultative Group (AECG). Although this strategy is aimed at specific schools, the ideas and values represented within in will provide you with beneficial background information (2011).

connected-communities-strategy.pdf | |
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Personal Learning Plan's (PLP's) in NSW Public Schools
This article presents research findings on the benefits of implementing Personal Learning Plan's within classroom learning environments to stimulate and motivate students from a wide variety of backgrounds. PLP's are commonly used with Aboriginal and Torres Strait Islander students in order to individualise instruction and foster effective learning. PLP's are developed in consultation with the classroom teacher, the student and the student's parent/carer in order to create and develop achievable learning goals for the student (Tsolakis & Cornford, n.d).
This article presents research findings on the benefits of implementing Personal Learning Plan's within classroom learning environments to stimulate and motivate students from a wide variety of backgrounds. PLP's are commonly used with Aboriginal and Torres Strait Islander students in order to individualise instruction and foster effective learning. PLP's are developed in consultation with the classroom teacher, the student and the student's parent/carer in order to create and develop achievable learning goals for the student (Tsolakis & Cornford, n.d).

personalised_learning_plans.pdf | |
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Case Study Hillvue Public School - Personal Learning Plans (PLP's)
Personal Learning Plan's (PLP's) are an organised portfolio of achievement and goals for Aboriginal students. This case study drawn from Hillvue Public School in the state North-West provides a great example on how PLP's can be effectively implemented within the classroom. An intriguing outcome drawn from this case study was the heightened levels of engagement of not only the Aboriginal students within the school, but also the parents, carers and wider school community (DEEWR, n.d).
Personal Learning Plan's (PLP's) are an organised portfolio of achievement and goals for Aboriginal students. This case study drawn from Hillvue Public School in the state North-West provides a great example on how PLP's can be effectively implemented within the classroom. An intriguing outcome drawn from this case study was the heightened levels of engagement of not only the Aboriginal students within the school, but also the parents, carers and wider school community (DEEWR, n.d).

casestudyhillvuepublicschool.pdf | |
File Size: | 560 kb |
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