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The
Adelaide Declaration on National Goals for Schooling in the Twenty First
Century
The Adelaide Declaration on National Goals for Schooling in the Twenty-First
Century was signed in April 1999. At that meeting the Ministers also
made a further commitment to address the issue of unacceptably low learning
outcomes for Aboriginal students which exist across the nation.
National
statement of principles and standards for more culturally inclusive
schooling in the 21st Century
A
model of more culturally inclusive and educationally effective schools
States
and territories
Australian Capital Territory
Public
Aboriginal
and Torres Strait Islander Education
New
South Wales
Catholic
Strategic
Plan 2003-2005
This is a 45 page document which covers three areas. The relevant area
for Indigenous education and the establishment of a policy is located
under the heading, 'Educational Leadership', Objectives A4 and Strategies
S4.8.) The focus on Indigenous education is located in the NSW Catholic
Education Commission 2003 Workplan specifically in Objective S4.8.2:
to develop the CEC's position on an Aboriginal and Torres Strait Islander
Education Plan that is in the context of the National Aboriginal Education
Guidelines.
Public
Aboriginal
Education Strategic Policies
Northern Territory
Indigenous
Education Strategic Plan 2006-2009
The Indigenous Education Strategic Plan outlines the six action areas
and 12 priorities that the department will implement to build a strong,
relevant education system that delivers results for Indigenous Territorians.
Queensland
Partners
for Success
Partners for Success is Education Queensland's key strategy for the
continuous improvement of education and employment outcomes for Aboriginal
and Torres Strait Islander peoples in Education Queensland.
South
Australia
DECS
Aboriginal Strategy 2005-2010
The Department of Education and Children’s Services (DECS) is
committed to a substantial improvement in the educational outcomes of
its Aboriginal children and students. The DECS Aboriginal Education
Strategy 2005-2010 provides an outline of targets and priority actions
for the period.
Tasmania
Aboriginal
Education Programs and Projects
The Aboriginal Education Unit manages a number of programs aimed
at supporting Aboriginal Students, the provision of more Tasmanian Aboriginal
culturally relevant and inclusive curriculum materials and resources,
and support for schools and pre-school services to be more culturally
sensitive and inclusive learning environments.
Victoria
Koorie Education
The
Department of Education & Training has a particular focus on the
achievement of appropriate educational outcomes for Koorie people, based
on the eight priorities agreed to by the Ministerial Council for Employment,
Education, Training and Youth Affairs (MCEETYA) in December 1995.
Western
Australia
Aboriginal
Education and Training, Participation and Achievement Standards Directorate
A number of key national and state policies provide the framework
for Aboriginal education and training in Western Australia. Accelerating
progress in Aboriginal education and training is the key priority of
the Minister and the Department of Education and Training.
Contextualised
teaching and learning
Aboriginal
Educational Contexts
This website showcases examples of school-developed context-based
teaching and learning projects collaboratively developed by teachers,
Aboriginal education workers and local community members.
Contextual
teaching and learning: a strategy for improving the educational outcomes
for Aboriginal learners
Contextual teaching and learning: a strategy for improving the educational
outcomes for Aboriginal learners is a publication designed to support
educators of Aboriginal learners, from reception to Year 10, who are
looking for inclusive teaching and learning strategies which promote
the use of literacy and numeracy as a social tool.
The model for contextual teaching and learning is described and fourteen
units of work are provided in literacy and numeracy. These units were
developed and implemented by educators around South Australia, in country
and metropolitan locations.
Science
in Context: schools working with Aboriginal communities
The Science in Context: schools working with Aboriginal communities
(SiC) program is a strategic response to the identified need for teachers
to utilise appropriate teaching and learning strategies for Aboriginal
students in science and to develop curriculum materials that are connected
to the lives of Aboriginal students.
An
Integrated Kindergarten Mathematics Unit
This unit illustrates how teachers can incorporate Aboriginal contexts
across a variety of key learning areas.
The
unit provides opportunities for students to investigate integrated mathematics
and visual arts activities through exploring Aboriginal lifestyles and
perspectives using currently available resources.
Successful
teaching and learning/Quality teaching
Aboriginal
Education Research and Curriculum Resources
NSW-based but with much wider application.
Australian
College of Educators catalog
You must log in as a member or create an account
to browse their valuable catalog of publications relevant to indigeous
education.
Quality
Educators Produce Quality Outcomes – Some
thoughts on what this means in the context of
teaching Aboriginal and Torres Strait Islander students
in Australia’s public education system
Darcel Moyle, Federal Aboriginal Education
Officer, Australian Education Union
A report and discussion paper on the outcomes of the AEU’s Annual
Indigenous Education Seminar held in Hobart, January, 2004.
Quality
Teaching in Curriculum K-12
New South Wales Department of Education and Training
The NSW Quality Teaching Model is based on the latest international
and national research. It is able to be applied from K-12 and across
all key learning areas. It
has been shown to improve the academic outcomes of all students. It
respects the work of teachers and provides them with a practical and
useful framework for professional dialogue, for planning and redesigning
lessons and for reflecting on the quality of what they do in the classroom.
In this area can be found a range
of information, school ideas, research and resources to support the
implementation of the NSW Quality Teaching model in government schools.
Young
and Black and Deadly: Strategies for improving
outcomes for Indigenous students (Summary only - This
paper may be purchased from the Australian
College of Educators)
Chris Sarra, Principal of Cherbourg State
School
The paper discusses the value of genuinely valuing Aboriginal
perspectives about Aboriginal education and changes at the school
have been based on the premise that if Aboriginal children could
be convinced to subscribe to positive and
meaningful Aboriginal beliefs, then the
outcomes for these students would be greatly enhanced. His
consultations with Elders in the local community greatly assisted
in promoting better ‘service’
to the members of the community.
Resources
and Teaching Strategies to Support Aboriginal Children’s Numeracy
Learning
This literature review focuses on teaching and learning strategies that
support the development of numeracy skills in Aboriginal children. The
purpose of the paper is to provide a theoretical framework that will
inform the development of numeracy materials to support teachers of
Aboriginal children in New South Wales primary schools. (Word format).
Aboriginal
and Torres Strait Islander Mathematics Learning (Word document)
Mal McLean, James
Cook University
The things which impinge on Aboriginal and Torres Strait Islander
students’ learning are entwined in a complexity of economic,
social, historical, cultural, environmental and psychological factors.
These factors also effect other students’ achievement in learning,
but for Aboriginal and Torres Strait Islander students, they act as
barriers to achievement of educational success, and are reflected
in school retention rates, school completion, and levels of employment.
Aboriginal
Perspectives on the early years of learning
This resource provides information and strategies that assist educators
in catering for the particular needs of young Aboriginal children.
How
We Learn What We Need To Know (PDF document
94 pages long and 2.1mb to download)
A selection of literacy and numeracy case studies from NSW primary
schools that have achieved enhanced outcomes for Aboriginal students.
This publication presents case studies of seven NSW primary schools
that have developed educational programs and teaching strategies specifically
for Aboriginal students. The aim of the case studies project was to
identify programs,strategies and processes which,in the opinion of
regional Aboriginal Educational consultants and the Aboriginal Education
Consultative Group,work effectively with Aboriginal students,and to
describe how the programs were developed. Several questions were asked
of each school. These were:
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What
aspects of your program work well for the Aboriginal students?
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How
did the programs evolve?
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How
do you communicate with parents and the community?
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What
problems do you face?
The
selection of the schools for the project was based on advice from
Aboriginal Education consultants from five Department of Education
and Training districts and suggestions from contacts in the field.
Useful
resources for teachers of Indigenous Students
From the Australian Capital Territory.
Successful
practice in teaching and learning for Indigenous students
Some teaching practices have been observed as successful in producing
quality learning outcomes from Aboriginal students. Included on this
page are links to overviews of successful class topics, including
examples in English and literacy, Mathematics and numeracy, Society
and Environment and Science. The page will be regularly updated.
Some
topics have been undertaken by classroom teachers, teaching teams,
the Aboriginal Education Team or Aboriginal Education Teacher. All
these educators contribute to positive outcomes for Aboriginal learners.
Aboriginal
students can succeed: Case studies of ten successful Aboriginal students
Dr Diane J Russell
This exploratory study was designed to extend the literature about
factors that have been important in the retention and attainment of
a few individual Aboriginal students who have made a successful transition
to senior secondary schooling, and to explore how these factors might
be related to their Aboriginal identity.
Ten
Aboriginal students participated in the research. All lived in regional
or rural centres of South Australia, had stayed at school into their
post-compulsory years and were achieving a significant degree of success
in their studies, despite the failure of the majority of their Aboriginal
peers to do likewise. In more specific terms, the study sought to
answer the following questions about these 'successful' Aboriginal
students:
-
What factors influenced their decision to stay at school?
-
What factors have been important in their succeeding at school?
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How are these various factors interrelated?
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To what extent have various factors in the lives of individual students
fostered their Aboriginal identities?
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How do these students express their Aboriginality and how do others
see them expressing it?
-
What is the relationship between the Aboriginal identity of the
students and their retention and attainment at school?
Successful
strategies for education of Aboriginal children and students
Including
working with Aboriginal learners, valuing
diversity of learners, career and further
study options for learners, valuing home
languages, explicit contextual teaching
strategies, addressing hearing loss,
attendance and retention.
Dare
to Lead: making the difference
Dare to Lead: taking it on is an initiative of the profession and specifically
of the Australian Principals Associations Professional Development Council
(APAPDC) acting on behalf of it members and their associations.
The most
important purpose of the Coalition's work is to support improved mainstream
educational outcomes for Aboriginal and Torres Strait Islander students,
and to increase the pace at which the goal of producing equivalence
between outcomes for Indigenous students with those of the rest of the
Australian student population is reached.
What
Works: The Work Program
Improving outcomes for Indigenous students
The Work Program is a professional development package which comprises
three parts: a Guidebook, a Workbook and a CD-ROM. The package was developed
under the What Works project which was undertaken during 2000-2001 to
focus on initiating change in teaching practices at the school level
and to markedly accelerate the achievement of educational equality for
Indigenous students over the next few years. The Australian Curriculum
Studies Association, one of the consortium partners for the What Works
project, is managing the package on their website, in conjunction with
a teacher discussion forum.
Learning
Lessons
The review carried out the most exhaustive consultation with Northern
Territory schools. The review visited 25% of all schools in the Northern
Territory with significant numbers of Indigenous students. The review
received 106 formal submissions, held public hearings
in Darwin, Tennant Creek and Alice Springs, visited 44 schools and conducted
126 interviews and attended 40 forums with a wide range of interested
individuals and organisations.
Australian
Government Quality Teacher Programme
The AGQTP consists of State and Territory
professional development projects and strategic national projects into
teacher quality issues. The Australian
Government Quality Teacher Programme implements the Teachers for the
21st Century initiative. This site is an
information exchange for the Australian Government Quality Teacher Programme,
particularly best practice in teacher professional development.
National
Quality Schooling Framework
The National Quality Schooling Framework (NQSF) website is an Australian
Government-funded initiative to help educators implement innovative
and evidence-based projects to improve student learning outcomes.
The
NQSF will walk you through the questions, success criteria, tools and
processes you can use for school improvement and innovation. It offers
informative, practical resources and online support to help you RESEARCH,
PLAN, DO, and REPORT.
One
of the most exciting features of the NQSF website is that it provides
access to an interactive professional learning environment. Through
the use of teletutorials and online forums you can share your experiences
with others and build helpful professional networks.
National
Quality Teacher Information Exchange Project
National Curriculum Services, in partnership with the Australian Curriculum
Studies Association and the Australian Council for Computers in Education,
is responsible for the conduct of this project which will facilitate
information exchange between the states and territories about both national
and state based QTP projects. This will be achieved through workshops,
newsletters and the establishment of a website which will disseminate
the results of research projects and other activities occurring through
Teachers for the 21st Century.
An
Ethic of Care: Effective Programmes for Beginning Teachers (PDF
file)
The Education Department of Tasmania, in collaboration with the University
of Tasmania and a private training consultancy, Learning Works Pty Ltd,
is investigating effective programmes which support beginning teachers
in the transition between pre-service training and initial appointment
to schools. The project will identify how well prepared beginning teachers
are for the transition to the classroom, whether current needs are being
met and ways preparation of, and support for, beginning teachers may
be improved.
Leaders
Lead Project
This project is jointly funded through the Quality Teacher Programme
and the Quality Outcomes Programme. It is intended to provide continued
support for the Australian Principals Associations Professional Development
Council (APAPDC) to provide professional development for school principals
with a focus on innovations in teaching and learning and the impact
of these innovations on student learning outcomes.
Recognition
of Quality Teachers — Innovation and Excellence Awards
The Australian Scholarships Group’s (ASG) National
Excellence in Teaching Awards (NEiTA) Foundation has been commissioned
to facilitate Inaugural Australian Teachers Prizes for Excellence, the
first of which were presented in April 2001. The Commonwealth’s partnership
with ASG and the NEiTA Foundation continued for a new round of joint
teaching awards in 2001–2002. Regional awards were presented in October
2001 and National awards were presented in March 2002. The new round
included Commonwealth awards to preschool teachers and in three broad
special categories for primary and secondary teachers (enterprise and
career education; maths, science and information and communication technology;
and rural and remote and Indigenous education).
National
Conference on Quality Teaching
The Australian College of Education, the Australian Curriculum Studies
Association, the Curriculum Corporation and National Curriculum Services
were commissioned to conduct a two day conference in July 2001 which
brought together over 250 practising teachers and related professionals
from around Australia to share their research, knowledge and experiences
in innovation and best practice in relation to improving student learning
outcomes. In recognition of the importance of the teacher voice, and
to ensure significant teacher representation, the Commonwealth funded
100 practising teachers to attend the conference.
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