Meeting . Culcha Disc, Australian Indigenous Images Volume 1 Available from Keeaira Press kpress.au

1. �Meeting�. Culcha Disc, Australian Indigenous Images Volume 1 Available from Keeaira Press www.kpress.com.au

2. Steps to a multilingual NSW Recent key government responses to communities languages aspirations 2000: Strong Language Strong Culture (ATSIC NSW) 2002: NSW Aboriginal languages policy 2003: NSW Aboriginal Languages Research and Resources Centre 2003: NSW Aboriginal Languages K-10 Syllabus 2004: Report of the Review of Aboriginal Education (DET NSW) 2006: NSW Aboriginal languages strategic plan due for release

3. Coordinated support for Aboriginal Languages Programs in NSW schools AECG Inc. NSW

4. The role of the Board of Studies NSW Aboriginal Languages K-10 Syllabus Advice on programming & assessment for Stages 4 & 5 2 model units of work: from the Gamilaaraay-Yuwaalaraay-Yuwaalayaay and Gumbaynggirr Language Programs CD-ROM: Assessment for learning in a standards-referenced framework student work samples (audio, video, written) ideas for assessing student progress CD-ROM: Winangaylanha Dhayn-gu Gaay. Understanding Aboriginal Languages videos of Elders and language experts short papers about Language revitalisation in NSW and in other countries Currently 6 projects, 7 schools, 5 languages. One workshop per term in each school, covering (a) Language learning (b) Language Teaching Methodology (c) Planning and Programming Sharing advice and experiences among schools: http://ab-ed.boardofstudies.nsw.edu.au/go

5. The role of the Board of Studies Syllabus development Interim framework K � 10 Stage 6 (?) Syllabus support documents

6. DET support Aboriginal Education Training Directorate funding for Aboriginal Languages programs Connie Ah See Curriculum Directorate, Languages Mari Rhydwen, Aboriginal Languages Consultant AGQTP � DET package: �Teaching Methodology for Aboriginal Languages� �Sample Units of Work for the Teaching of Aboriginal Languages in NSW Schools. Stages 1-4� Establishing Language Education Circles Supporting language programs learning & teaching the same language in various schools & locations

7. Catholic sector support Aboriginal Education Advisors / Aboriginal Education Consultants have a support role in each region Aboriginal Education Advisory Committee in each region � distributes funding for language programs through IESIP funds OBoS also supports Catholic schools

8. DET and Catholic sectors working together This collaboration across sectors is crucial to building community capacity for local Language work Community capacity building underpins all OBoS projects Bringing Catholic and DET sector schools together is an important aspect of OBoS work The concept of whole-of-community is vital to community capacity building, especially for Language work

9. The Review of Aboriginal Education The Review highlighted two interrelated forms of partnerships that benefit from the contributions of Aboriginal people: Partnerships at the local level. Working together to plan, support and deliver initiatives to overcome influences that are currently limiting the success of Aboriginal students and to promote better outcomes for these students Partnerships at a systems level. Working with others to oversee, coordinate, monitor and evaluate the effectiveness of policies, plans and programs to make improvements across more than one school, TAFE Institute, office or government department The Report of the Review of Aboriginal Education. Yanigurra Muya: Ganggurrinyma Yarri Guurulaw Yirringin.gurray. Freeing the Spirit: Dreaming an Equal Future (2004, p205)

10. Community-based Language Programs How do they work? Adults learn Language, grammar, vocabulary, sentence structure, speaking, listening, spelling, reading, writing in Language Gain confidence in their Language skills Establish formal and informal Language learning groups e.g. evening classes Learn enough Language to be able to pass it on to students in all schools in the town / nearby towns

11. Successful Community-based Language Programs

12. Community-based Language ProgramsCase study Muurrbay Aboriginal Language and Culture Co-operative (Nambucca Heads) including a community-based linguist Coffs Harbour Education Centre (CHEC TAFE) classes for adults Certificate 4 course in Gumbaynggirr language and teaching, leading to a pool of trainee Community Language Teachers/Tutors Adults learn enough Language to be able to pass it on to students in all schools in various towns in Gumbaynggirr country Teaching Gumbaynggirr language at St Mary�s Bowraville, Sandy Point PS, Bowraville Central School, Nambucca High School

13. Community-driven Language Programs Overcome / cut through sector differences Support Language identity rather than focussing on particular schools Provide language opportunities for students regardless of which school they attend Require a whole-of-community response, involving all Aboriginal organisations, families and extended families in the town and nearby towns

14. Strengths of Community-driven Language Programs Sustainable � regardless of changes in staff in any of the schools in the town/community Inclusive � include all students at all schools in the town/community Productive � pool and share language knowledge and resources; maximise the teaching and learning materials which are available / created

15. Community-driven Language ProgramsBuilding Community Capacity Recognise and build on community-held knowledge and expertise in Language Involves parents and other community members in developing the pride, esteem, linguistic and cultural identity of their children Language projects are concrete, positive projects for schools and communities to work on together Provide realistic employment opportunities for Community Language Teachers/Tutors