The Community at the Centre Kaiela Dhungala First Peoples Curriculum Miranda Edwards and Tim Warwick

Acknowledgement

What did our community need?

The Community’s View on Efforts in Indigenous Education (in 2015) Some positives and bright spots, where there is strong community involvement and celebration of culture Schools can struggle going beyond the basics of celebrating key dates, displaying flags and artwork Limited community member involvement in schools and classrooms Schools are not making (enough) use of existing community resources Some teachers and schools making a very limited attempt to include Indigenous cultures and histories in their classes Very little local culture and history included – if things are included tend to be Victorian, national or generic in focus

To address these needs, What did our community want?

Desired Outcomes For all students to: For all Indigenous 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. 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. For all students to: For all Indigenous students to:

A Curriculum: That is representative of our diverse community; Where individual community members can share their identity; That captures the living, vibrant nature of our local history and culture AND where connecting to this community and its members is central to its use; That is broad so that individual schools can work with their families and immediate community on implementation; and That involves the training of ALL teachers in its use. FISO Positive climate for learning - school pride, promoting inclusion, health and wellbeing Community engagement in learning - building communities, parents as partners Excellence in teaching and learning - it is evidence based, practice excellence Marrung · We will improve the support we provide schools to deliver an inclusive curriculum to all students, including support the active involvement of local Koorie communities (pg. 16) Build community engagement in learning and development so that through partnership and collaboration, services work together with Koorie people to find innovative ways to improve outcomes in local communities. Build a culture of professional leadership where success for Koorie Victorians is core business for all educational leaders.

The Consultation Cycle

Individual Consultation and Relationship Building Koorie Partnership Group Community Forums Protocols Key Methods of Consultation

Phase 4: Sustainability…. Phase 1: Planning and Protocols Plan and protocols approved by Community Forum Individual Consultation Sessions to gather initial ideas Key themes of consultation presented for feedback to Community Forum This feedback used to formulate Curriculum plan and protocols Phase 2: Curriculum Development Community Forum provides feedback on curriculum and website Teachers develop trial resources Community Forum provides feedback on trial resources Teachers develop comprehensive curriculum and website Ongoing... Phase 3: Professional Development Program (PDP) Development Community identifies PDP for teachers as essential to implementations Community Forum provides feedback on PDP program PDP is finalised and implemented A draft PDP is developed Phase 4: Sustainability….

The Results

The Results: The Curriculum is a unique partnership of Principals, teachers, DET officials and community members and organisations (led by the Goulburn Valley Aboriginal Education Consultative Group) - overseen by the Koorie Partnerships Group of the Greater Shepparton and Moira Principal Network. It will be used in the 50 public schools in our area The Victorian Department of Education is now looking at both the process of community consultation and the Curriculum itself as a model and exemplar for other regions. FISO Positive climate for learning - school pride, promoting inclusion, health and wellbeing Community engagement in learning - building communities, parents as partners Excellence in teaching and learning - it is evidence based, practice excellence Marrung · We will improve the support we provide schools to deliver an inclusive curriculum to all students, including support the active involvement of local Koorie communities (pg. 16) Build community engagement in learning and development so that through partnership and collaboration, services work together with Koorie people to find innovative ways to improve outcomes in local communities. Build a culture of professional leadership where success for Koorie Victorians is core business for all educational leaders.

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Marrung: Aboriginal Education Plan 2016-2026 - Developed with Victorian Aboriginal Education Association Incorporated Vision •Rich and thriving culture, knowledge and experience of First Nations peoples are celebrated by all Victorians; •Universal service systems are inclusive, responsive and respectful of all Koorie people; •Every Koorie person achieves their potential, succeeds in life, and feels strong in their cultural identity. Actions include: •Support development of statewide and locally tailored curriculum resources for early childhood services, schools and vocational education providers, in partnership with local Koorie communities. VICTORIAN CURRICULUM •Learning about Aboriginal histories and cultures is a cross curriculum priority, contained in mandatory content descriptions in learning areas. •Includes Achievement Standards in Victorian Aboriginal Languages at levels F-2, 3-6 and 7-10