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

2. Acknowledgement

3. What did our community need?

4. 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

5. To address these needs, What did our community want?

6. 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:

7. 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.

8. The Consultation Cycle

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

10. 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….

11. The Results

12. 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.

13. kaieladhungala.com

19. 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