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Building My Future

Building My Future. ( Mark Heiss and Brigid Taylor). Before we start…. Bennelong’s famous girlfriend was? Exemption Certificates were often referred to as? With regards to Government Policy, name some differences between “Protection” and “Assimilation”

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Building My Future

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  1. Building My Future (Mark Heiss and Brigid Taylor)

  2. Before we start… • Bennelong’s famous girlfriend was? • Exemption Certificates were often referred to as? • With regards to Government Policy, name some differences between “Protection” and “Assimilation” • Name Australia’s first indigenous female Olympic Gold Medallist

  3. Acknowledgement Video of opening school mass

  4. Our StoryMarist College Pagewood • 7- 12 systemic boys school founded in the Marist tradition of St Marcellin Champagnat. • College Enrolment 2013: 651 • Indigenous Student numbers growing: • Low SES school situated in the South Eastern Suburbs of Sydney. • ESL – 43%; SWD – 8% • College is ably led by innovative Exec and dynamic principal David Mc Innes

  5. Our Time Together • Examine our school-wide approach • Examine the formal and informal curriculum • Explore the possibilities

  6. Our School-Wide Approach

  7. Activity 1 – Think, group, share • If TIME and MONEY were NOT a factor in your school approach to Indigenous Education, what strategies would you implement? • Think about how you could raise awareness around Indigenous issues in your community and promote academic achievement in your students. • Write your list on the paper provided

  8. School-Wide Approach • Raised the profile of Indigenous Culture through exposure – it’s an expectation by all in the school community.

  9. School-Wide Approach • Acknowledgement of Country • NgalangiilNgarandhii(We sit down to listen) • Visual Representation through colours, art work and flag

  10. School-Wide Approach • Parent meetings and gatherings • Student meetings and gatherings • Immersion Experience • Our goal is to make indigenous issues and discussions the norm, the “exotic” is gone.

  11. Activity 2 – Partner work • Now TIME and MONEY are a factor in your school approach to Indigenous Education, what strategies would you implement?

  12. Activity 3 - Programming • Devise a six month Programme using the blank timetable provided.

  13. Formal and Informal Curriculum Support, ACARA and Awareness

  14. Formal Curriculum • Personalised Learning Plans (PLPs) for ALL Indigenous Students. • Targeted Intervention for all new indigenous Year 7 students – we check lay of land AND • After intervention, if the students has not improved, then; • In-class support from the Indigenous Liaison Officer and Academic Support Teacher.

  15. Cross Curriculum Priorities

  16. ACARA Cross –Curriculum Priorities Aim Aboriginal and Torres Strait Islander histories and cultures • The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australiaby engaging with the world’s oldest continuous living cultures. Students will understand that contemporary Aboriginal and Torres Strait Islander communities are strong, resilient, rich and diverse. The knowledge and understanding gained through this priority will enhance the ability of all young people to participate positivelyin the ongoing development of Australia.

  17. Cross Curriculum Priorities • Think; every subject across the school has to implement these priorities. We have to do it.

  18. Cross Curriculum Priorities • History • Aust Curriculum does not mandated teaching colonisation and contact in Stage 4. However we need to teach ATSI history and culture?

  19. Our HSIE Coordinator • Video of HSIE coordinator

  20. Cross Curriculum Priorities • Leads me to; • Leave in History curriculum? (not mandated) • Go fully across the Curriculum as ACARA would like? • Do nothing?

  21. Activity 4:How will you implement the Priority? • Discuss the options you have in your own school context of integrating and addressing this cross curriculum priority in each of the Stage 1 subjects: • English Maths • Science History • Use the Cross-Curriculum PrioritiesSheet provided

  22. Informal Curriculum • Boys Education/Outdoor Education – Retreats/Camps • Indigenous Student Meetings • Dance Classes • Art Classes • Cooking Classes • Immersion

  23. Informal CurriculumImmersion 2012

  24. Activity 5 • You were asked previously to create a six month programme based on funding and time commitment in your particular context. • Compare your programme with ours.

  25. EXPLORE THE POSSIBILITIES Ideas Share ideas around how we can support our Indigenous students academically and culturally within our schools based on everything you have heard here.

  26. Questions and comments

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