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Building My Future (Mark Heiss and Brigid Taylor).

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Presentation on theme: "Building My Future (Mark Heiss and Brigid Taylor)."— Presentation transcript:

1 Building My Future (Mark Heiss and Brigid Taylor)

2 Before we start… / Bennelong’s famous girlfriend was? / Exemption Certificates were often referred to as? / With regards to Government Policy, name some differences between “Protection” and “Assimilation” / Name Australia’s first indigenous female Olympic Gold Medallist / Bennelong’s famous girlfriend was? / Exemption Certificates were often referred to as? / With regards to Government Policy, name some differences between “Protection” and “Assimilation” / Name Australia’s first indigenous female Olympic Gold Medallist

3 Acknowledgement Video of opening school mass

4 Our Story Marist College Pagewood / systemic boys school founded in the Marist tradition of St Marcellin Champagnat. / College Enrolment 2013: 651 / Indigenous Student numbers growing: / Low SES school situated in the South Eastern Suburbs of Sydney. / ESL – 43%; SWD – 8% / College is ably led by innovative Exec and dynamic principal David Mc Innes / systemic boys school founded in the Marist tradition of St Marcellin Champagnat. / College Enrolment 2013: 651 / Indigenous Student numbers growing: / Low SES school situated in the South Eastern Suburbs of Sydney. / ESL – 43%; SWD – 8% / College is ably led by innovative Exec and dynamic principal David Mc Innes

5 Our Time Together / Examine our school- wide approach / Examine the formal and informal curriculum / Explore the possibilities / Examine our school- wide approach / Examine the formal and informal curriculum / Explore the possibilities

6 Our School-Wide Approach

7 Activity 1 – Think, group, share / If TIME and MONEY were NOT a factor in your school approach to Indigenous Education, what strategies would you implement? / Think about how you could raise awareness around Indigenous issues in your community and promote academic achievement in your students. / Write your list on the paper provided / If TIME and MONEY were NOT a factor in your school approach to Indigenous Education, what strategies would you implement? / Think about how you could raise awareness around Indigenous issues in your community and promote academic achievement in your students. / Write your list on the paper provided

8 School-Wide Approach / Raised the profile of Indigenous Culture through exposure – it’s an expectation by all in the school community.

9 School-Wide Approach / Acknowledgement of Country / Ngalangiil Ngarandhii (We sit down to listen) Ngalangiil Ngarandhii / Visual Representation through colours, art work and flag / Acknowledgement of Country / Ngalangiil Ngarandhii (We sit down to listen) Ngalangiil Ngarandhii / Visual Representation through colours, art work and flag

10 School-Wide Approach / Parent meetings and gatherings / Student meetings and gatherings / Immersion Experience / Parent meetings and gatherings / Student meetings and gatherings / Immersion Experience / Our goal is to make indigenous issues and discussions the norm, the “exotic” is gone.

11 Activity 2 – Partner work / Now TIME and MONEY are a factor in your school approach to Indigenous Education, what strategies would you implement?

12 Activity 3 - Programming / Devise a six month Programme using the blank timetable provided.

13 Formal and Informal Curriculum Support, ACARA and Awareness Support, ACARA and Awareness

14 Formal Curriculum / Personalised Learning Plans (PLPs) for ALL Indigenous Students. / Targeted Intervention for all new indigenous Year 7 students – we check lay of land AND / After intervention, if the students has not improved, then; / In-class support from the Indigenous Liaison Officer and Academic Support Teacher. / Personalised Learning Plans (PLPs) for ALL Indigenous Students. / Targeted Intervention for all new indigenous Year 7 students – we check lay of land AND / After intervention, if the students has not improved, then; / In-class support from the Indigenous Liaison Officer and Academic Support Teacher.

15 Cross Curriculum Priorities

16 ACARA Cross –Curriculum Priorities Aim Aboriginal and Torres Strait Islander histories and cultures / The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the world’s oldest continuous living cultures. Students will understand that contemporary Aboriginal and Torres Strait Islander communities are strong, resilient, rich and diverse. The knowledge and understanding gained through this priority will enhance the ability of all young people to participate positively in the ongoing development of Australia. Aboriginal and Torres Strait Islander histories and cultures / The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the world’s oldest continuous living cultures. Students will understand that contemporary Aboriginal and Torres Strait Islander communities are strong, resilient, rich and diverse. The knowledge and understanding gained through this priority will enhance the ability of all young people to participate positively in the ongoing development of Australia.

17 Cross Curriculum Priorities / Think; every subject across the school has to implement these priorities. We have to do it.

18 Cross Curriculum Priorities / History / Aust Curriculum does not mandated teaching colonisation and contact in Stage 4. However we need to teach ATSI history and culture? / History / Aust Curriculum does not mandated teaching colonisation and contact in Stage 4. However we need to teach ATSI history and culture?

19 Our HSIE Coordinator / Video of HSIE coordinator

20 Cross Curriculum Priorities / Leads me to; / Leave in History curriculum? (not mandated) / Go fully across the Curriculum as ACARA would like? / Do nothing?

21 Activity 4: How will you implement the Priority? / Discuss the options you have in your own school context of integrating and addressing this cross curriculum priority in each of the Stage 1 subjects: / EnglishMaths / ScienceHistory / Use the Cross-Curriculum Priorities Sheet provided / Discuss the options you have in your own school context of integrating and addressing this cross curriculum priority in each of the Stage 1 subjects: / EnglishMaths / ScienceHistory / Use the Cross-Curriculum Priorities Sheet provided

22 Informal Curriculum / Boys Education/Outdoor Education – Retreats/Camps / Indigenous Student Meetings / Dance Classes / Art Classes / Cooking Classes / Immersion / Boys Education/Outdoor Education – Retreats/Camps / Indigenous Student Meetings / Dance Classes / Art Classes / Cooking Classes / Immersion

23 Informal Curriculum Immersion 2012

24

25 Activity 5 / You were asked previously to create a six month programme based on funding and time commitment in your particular context. / Compare your programme with ours. / You were asked previously to create a six month programme based on funding and time commitment in your particular context. / Compare your programme with ours.

26 Term 1Term 2Term 3Term 4 Student Meeting (01/03/2013) Student Meeting (29/05/2013) Student Meeting (23/08/2013) Student Meeting (01/11/2013) Message Sticks Opening Ceremony (22/03/2013; 6:30pm) Goodjarga Workshop – Stage 4 (22/05/2013) Art ClassesImmersion Year 11 to NT Goodjarga Workshop – Stage 4 (06/03/2013) Cool Purple Kookas Cooking classes Goodjarga Day – ALL (23/08/2013) Camp/Retreat (Dec) Writing Workshop (12/04/2013) Stage 4: 9-10:30am Stage 5/6: 10:30 – 12pm Parent Dinner – coincide with end of Cooking lessons NT visit to Pagewood

27 EXPLORE THE POSSIBILITIES Share ideas around how we can support our Indigenous students academically and culturally within our schools based on everything you have heard here. Ideas

28 Questions and comments


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