GV First Nations Curriculum

Professional Development Package for Schools

Key Information:

  • This package covers the first four content points of the agreed Professional Development Program (see Appendix A, based on community consultation) – and a session on an introduction to the curriculum resource (there will be a couple of short follow up sessions on the resource to be run, details will be provided on these in the new year)
  • Each session will be accompanied by a champion led check-in and check-out: this is a mechanism to ensure consistency across all schools.
  • The content point concerning ‘Teacher Identity’ will be threaded throughout the sessions, rather than addressed through a stand alone session.
  • You are to determine the appropriate options for your school based on consultation with your school’s Indigenous community (your KESO will be able to assist with this).
  • Ideally each of these sessions would be allocated approximately 1.5 hours (if you are running some of this content on the first day of term this may be possible) – alternatively they can be trimmed to fit within an hour.
  • If a tour of local site is not possible (although it is highly recommended) then you may plan to offer/promote to staff the alternatives listed.
  • When determining what content to include as part of the Professional Development sessions, you should be mindful of the Project’s protocols (see Appendix C). These protocols tell us that these sessions should be focused on individual’s sharing their identity and story. We also must be sure to be inclusive of all in the community when inviting community members to participate.
  • A preparation meeting will be held for Project Champions in early December– further supporting materials will be provided at this session. By this meeting, it should be the goal of each Project Champion to have determined what content will be included within each session
  • Contact details for the people and organisations mentioned are included in Appendix B

Session Objectives / Session Content / Actions
Session 1: The Importance of Indigenous Cultural Inclusion to our Community
  • To hear from Indigenous community members about the importance of cultural inclusion efforts.
  • To consider the current need for efforts in your school.
  • To reflect on your personal beliefs about the importance of cultural inclusion.
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  • Champion-led check ins and check outs regarding the importance of cultural inclusion
  • Presenting school (or region) statistics on Indigenous achievement (including attendance, retention)
  • One or two guest speakers – elders, leaders of community organisations, parents, students. Broadly they should speak about:
  • The importance of schools making sure they are culturally inclusive
  • Their history, their experience of education, their family’s history
  • What things they want to make sure schools are teaching and covering – what do they want to make sure schools are covering?
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  • Prepare your school’s statistics to present to staff (your KESO will be able to assist with this)
  • Alternatively, if your school does not have Indigenous students a presentation on the region’s statistics will be provided
  • Identify and invite your guest speakers (a letter and fact sheet have been provided to assist with this)
The following people will be able to assist with identifying guest speakers:
  • Any community members your school has an existing strong relationship with- these would likely make excellent guest speakers!!
  • If your school has a Koorie parents committee or group, you should consult them
  • Your KESO
  • The GVAEACG
  • Tim Warwick, GV First Nations Curriculum Project
The focus here should be on determining the guest speakers who are right for your school – based on who your school has a connection with, who your community and students have a connection with. Who these people are should be different from school to school.
Session 2: Understanding our Community (including Cultural Competency and Cultural Safety)
  • For teachers to consider identity – both theirs, and of their community and students
  • For teachers to understand the core community basics underpinning the curriculum and how it works
  • For teachers to be introduced to some core cultural competency and safety approaches
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  • Champion-led check ins and outs about identity
  • A presentation on understanding the community and how to work with them in an appropriate manner.
/ The Project Champion should work with the KESO on preparing this presentation, in consultation with the GVAECG who may like to be present.
A standard presentation will be provided to the schools, and will be for the majority presented by the KESO, although the Project Champion should assist with this.
Schools may work with their KESO to amend the presentation so that it is relevant to their context.
For schools without a KESO, please contact Katrina Penfold, who will be able to provide support (details in Appendix B).
Session 3: A Tour of a Key Local Site (Optional)
NOTE: If you are putting aside a half or full day on the first day of term you may like to do this Session earlier then Sessions 1 and 2.
  • For teachers to gain an insight into a key piece of local history/culture
  • For teachers to have a greater understanding of the significance of this history/culture, and accordingly a strong sense of the importance of this resource
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  • Champion-led reflections before and after the visit
  • A visit to a local site. The following are recommended as options:
  • The Flats
  • Rumbalara Aboriginal Cooperative, Mooroopna
  • Bangerang Cultural Centre
  • Barmah Forest
  • Cummeragunja Mission
  • ASHE’s Daya Program – while this is a traditional games program that can be used for students, it can also be used as a cultural experience for staff
If you cannot set aside the time for a visit to a site as a whole staff, the following alternatives should be pursued:
  • Showing staff excerpts of the documentary The Flats
  • Promoting to staff the after-school excursions to these sites that will be run during Term 1, 2017
  • Ensuring as many staff as possible attend excursions to these sites, where and when they are identified in the curriculum resource
/ Determine which local site you are able to visit (and when) and arrange through the contact details contained in Appendix B.
  • The Flats and Rumbalara Aboriginal Cooperative – Uncle Leon Saunders
  • Bangerang Cultural Centre – Clinton Edwards
  • Barmah Forest and Cummeragunja Mission – Hilda Stewart and Greta Morgan
  • ASHE Cultural Activities – Leonie Dwyer

Session 4: Introduction to the Curriculum Resource
(with follow up within curriculum teams)
  • For teachers to understand the protocols underpinning the curriculum and how these will influence their practice.
  • For teachers to understand the resource and how they will be able to use it in 2017.
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  • Champion led check in
  • Presentation on protocols for use
  • Exploration of the Curriculum website – teachers work in their learning areas/section to determine the relevant curriculum for them
  • Complete planning resource on possible uses in 2017
  • Presentation on working with Indigenous students and the resource
  • Champion led check out/reflection
The ideal situation is that shortly after this whole staff session, teaching teams (e.g. the 1/2 section or the Humanities domain) are given time to plan how they will implement this resource across their year. /
  • Invite your KESO to be present at this session to support
  • Tim Warwick is happy to attend this session to support and possibility present components of it (depending on availability) – invite him if you would like him to attend.
  • Determine what follow up time you will provide staff to do planning with this resource

Appendix A

This is the necessary content to be covered as a part of this curriculum development program. This content has been identified through both best practice in Indigenous education and through consultation (and agreement) from our local community.

  • 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

Appendix B

Contacts:

Tim Warwick

GV First Nations Curriculum Project Coordinator

0412 598 557

Katrina Penfold

Koorie Education Coordinator

0457 526 556

Miranda Borlini

Chair of the Goulburn Valley Aboriginal Education Consultative Group (GVAECG)

0477 779 958

Uncle Leon Saunders

Rumbalara Aboriginal Cooperative

03 5820 0000

Clinton Edwards

Bangerang Cultural Centre

03 5831 1020

Hilda Stewart and Greta Morgan

Parks Victoria

0447 583 603/0400 450 526

Leonie Dwyer

ASHE

03 5823 6600

Appendix C

  • 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 ‘YortaYorta’ or ‘Bangerang’
  • Importance of achieving an improvement in the current situation for students and for families – this should be our focus.
  • 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.