GV First Nations Curriculum Project – Project Champions Planning Meeting Wednesday September 8, 2016

Do you know.... The meaning of dhungala and kaiela? How the Murray River was made? The history of The Flats? The location, history and purpose of Cummeragunja? Who Uncle William Cooper and Sir Doug Nicholls are, as well as their significance?

Today’s Objectives To provide an understanding of the Project To consider the importance of this Project To provide an understanding of your role as Project Champions To plan for implementation of the Professional Development Program and Curriculum in your schools

The Project Was formed out of a Principals’ Working Group that is part of the local Principals’ Network One priority of this group was to see the development of a local curriculum resource to improve the education schools are providing both Indigenous and non-Indigenous students. Overseen by a group of principals and teachers, working alongside community members, organisations and Department employees.

Why is it important that we include this knowledge in our classrooms?

Key themes of consultation – desired outcomes For all students to: Recognise and realise that there was an existing culture and peoples who existed, specific to this area, and that this was fully formed and complex; Recognise that this is a living and vibrant culture; Embrace this culture and identity as a positive; and Accept it as just as important as non-Indigenous culture. For Indigenous students to: Have their cultural identity bring them a sense of pride, confidence and sense of importance; For this to lead to improve outcomes, attendance, retention etc.

Community Consultation Goulburn Valley Aboriginal Education Consultative Group (GVAECG) VAEAI Yorta Yorta Nations Aboriginal Corporation KESO team Ganbina Rumbalara Aboriginal Cooperative Rumbalara Elders Advisory Council Gallery Kaiela Shepparton Reconciliation Group Parks Victoria Bangerang Cultural Centre University of Melbourne LaTrobe University Empowered Communities/Kaiela Institute

The Project’s Protocols The curriculum should be representative of our diverse community and all the different groups present; Initially, there should be a focus on units that are not likely to be contested; The curriculum should focus on individuals and their perspectives; It should represent a variety of these perspectives – so to form a tapestry. Individuals should be able share their identity, but we avoid labeling history or culture as ‘Yorta Yorta’ or ‘Bangerang’ Importance of achieving an improvement in the current situation for students and for families – this should be our focus.

The Project’s Protocols It should be a broad curriculum that can then be used by schools, working with their community and families, as they would like to. KESOs and GVAECG to be central to implementation of the resource in the schools. The implementation of the resource MUST be supported by a professional development program in all schools – involvement of the community with this will be critical. The resource should be presented on a website to emphasise that it is living and developing – should make strong use of human resources by suggesting when guest speakers or excursions should be used.

Professional Development Program for All Teachers

Professional Development Program - CONTENT Importance of Indigenous education (i.e. through guest speakers and videos of students and community members) Teacher attitudes, values and identity (e.g. valuing the importance of adapting their curriculum) Understanding of community basics Knowledge of key local history and sites (i.e. through excursions, video) Introduction to and preparation for use of curriculum resource Understanding working with the community Planning school’s use of curriculum resource Examining impact of curriculum resource and providing feedback

What this could look like... Date Amount of Time Proposed Content First day of Term 1 Half day to full day Importance of Indigenous education Teacher mindsets and identity Tour of local Indigenous site Week 3 or 4 Term 1 1 hour Understanding of community basics Week 7 or 8 Term 1 Introduction to the curriculum resource Preparation for use of curriculum resource Early Term 2 30 minutes to 1 hour (in Domain groups) Planning school’s use of curriculum resource Early Term 3 30 minutes Examining impact of curriculum resource Early Term 4 Examining impact of curriculum resource, providing feedback Note: this is the ‘ideal’ timeline, and some changes will need to made for some schools, particularly in Term 1.

Actions to prepare for this PD program Confirm that the necessary time is set aside for next year (enough to cover the necessary items) If you are planning on running some parts of the PD with other schools, confirm which schools you will be running it with (and the practicalities of this) Work with your KESO, the GVAECG and your Koorie community to determine the best PD program for your school At the start of Term 4, a range of options will be sent to schools regarding the first four topics – with your Koorie community you are to determine the specific options that are best for your school

An overview of the units...

Current Planned Units (identified based on consultation, current curriculum) Years Prep/1/2 Nature and Connection to Land (Art) Years 3/4 Historical Sites/Technology Connection to country and the importance of place Kinship Primary Dreamtime Stories in Art Local Rights Movements and Local Leaders Habitats and Ecosystems (Science) Note that Maths and PE (traditional games) units are also being actively explored so to be provided in initial offering. Portraiture – Local Elders (Art) Years 5/6

Current Planned Units (identified based on consultation, current curriculum) Year 7 Experiences of the Stolen Generation (English) Year 8 The Goulburn River (Geography) ‘Origin’ Stories (English) Cultural Dancing Styles (Performing Arts) Sustainable Management (Science) Local Art Styles (Visual Arts) Secondary The Local Rights Movement (Civics) Pre-Colonial Lifestyles and Cultures (History) Indigenous Wellbeing (Geography) Narratives and Themes in Dance (Performing Arts) Referendums: Constitutional Recognition (Civics) Year 10 Identity (English) Year 9

Actions to prepare for use of the curriculum... Consider - How can you make sure that teachers are keeping space in their curriculum for these units? Consider whether there are any of your teachers who currently do work in this area who might be able to contribute In early Term 4, a list of curriculum resources (e.g. books, DVDs) will be circulated – it will be important to order these in preparation for use of the curriculum in 2017