CONNECTED COMMUNITIES AND DEDICATION TO ABORIGINAL EDUCATION

Question 1

I am passionate about Aboriginal education…

Answer 1

I understand the importance of the AECG in equipping schools and teachers with appropriate cultural and community knowledge to achieve the aims of the strategy.

Question 2

I have extensive knowledge of connected communities’ strategy and working together, walking together strategy…

Answer 2

I have extensive knowledge of connected communities’ strategy and working together, walking together strategy… I know one of the aims of the WTWT strategy is for staff and schools to demonstrate that they respect the identity, culture, heritage and languages of their Aboriginal students; and as a result Aboriginal young people will confidently express and demonstrate their knowledge of the cultures of their own Peoples as well as their achievement of western education.

Question 3

I have led the effective implementation of this strategy…

Answer 3

I led the evaluation, design and modification of existing stage 4-6 English programs and resources to incorporate the cross-curriculum priority of Aboriginal and Torres Strait Islander histories and perspectives.

Question 4

I led the evaluation, design and modification of existing stage 4-6 English programs and resources to incorporate the cross-curriculum priority of Aboriginal and Torres Strait Islander histories and perspectives…

Answer 4

Through my collaboration with the AEO > seek cultural advice regarding incorporating Aboriginal Perspectives relevant to the country I am teaching on (Wiradjuri), I connected with Elder in Residence, Bidyadya Elaine Lomas, and modified several learning sequences to utilise 8 ways. I carefully selected a range of texts and resources that were engaging and relevant to 21st century learners; designing the stage 6 English program, ‘Contemporary Possibilities’ to include consideration around composers of texts, reflecting on how simply equating one example of colonisation, or one Aboriginal experience, with any other, is reductive and tokenistic. Activities undertaken in class allowed for all learners to form responsible, informed attitudes about colonisation and the effect on Aboriginal peoples, whilst developing empathy for their experiences.

Question 5

In the short time that I’ve been here I have cultivated a close working relationship with SLSO, and Elder, Uncle Bob…

Answer 5

in order to increase the confidence in my Aboriginal students. We collaborate in promoting an environment that is respectful, empowering students to be proud of who they are; embracing language and culture.

Question 6

I know at MHS, one goal for Strategic Direction 3 is to…

Answer 6

…create strong connections with community by embedding Aboriginal perspectives and contextually relevant learning into all areas of curriculum. I will continue to lead the English faculty in prioritising working with school AEO’s, Clontarf, NASCA and external agencies to develop an environment where relationships, engagement and ongoing learning are at the forefront of Aboriginal education, thereby increasing the % of Aboriginal students engaging in school, achieving their HSC and building a solid pathway into further education, training or sustainable employment.