 My next step to start enacting the changes within my school is to incorporate

parent and Aboriginal community perspectives that reflect inside the classroom and how
to strengthen the cultural perspectives of the whole school.
The next step in my personal journey is to learn more about how I can embed
perspectives into my curriculum area. To incorporate visual symbols, art, dance, singing
and story telling as well as improving the literacy and numeracy standards.
Sun, 15 Dec 2019, 10:33 AM

 An additional innovation is to ensure all staff have mentoring, support and

resources that are easily accessible. To set goals at Aboriginal Education Committee
meetings and evaluate at the end what worked and what didn't and solutions as to how
it can be adjusted. At the moment the committee has never had a parent voice. I believe
this is something that could be done differently, to hear the opinions of parents and how
they can support staff to support their children.
Sun, 15 Dec 2019, 10:27 AM

 I think adjusting school based curriculum in areas such as Mathematics, English,

Science and Agriculture to apply cultural perspectives and alternative ways of learning.
(refer to 8 ways of learning to support non-Aboriginal staff).
To provide pathways for all students in mentoring, support and resources for example
our school operates a Deadly Homework Centre in the library in afterschool hours
hosted by all staff.
Sun, 15 Dec 2019, 10:24 AM

 My school is in a metropolitan area which means we don't have a lot of

environmental factors that could influence the demands of schooling for our students.
An important factor I gained from Meta-strategies 4 and 5 is to communicate regularly
to our local AECG and national AECG to learn about other schools and what they have
established and possibly inter-relating that to my school or working together as a
community to embrace Aboriginal culture.
Sun, 15 Dec 2019, 10:20 AM

 To ensure the school data is being accurately recorded and is clearly

demonstrating areas of improvement. To work with staff in the Aboriginal Education
Committee to establish better approaches to student-teacher relationships and to
articulate how all students are achieving their cultural, social and academic goals to the
students, teachers and parents.
Sun, 15 Dec 2019, 10:06 AM

 Strategies I would recommend is in school suspensions, discussions with parents

and carers about high expectations to ensure students are receiving the same messages
at home and at school. To evaluate reasons why misbehaviour is occurring in the
classroom and to look at all alternatives to support the child in moving to a brighter
future.
 Sun, 15 Dec 2019, 10:03 AM

 In comparing my schools data to non-Aboriginal and Aboriginal students I have

observed that 2 out of 5 Aboriginal students have been suspended whether that be for
long or short suspensions. Attendance rate is somewhat lower than non-Aboriginal
students and also truancy is at a higher rate.
This data indicates that teachers and principles need to reflect on their practice,
suspending students for long periods of time isn't successfully as they have to re-
connect with their classroom culture.
Sun, 15 Dec 2019, 9:59 AM

 This year our school received a large grant to re-develop an area in the school
and as a school we decided to re-develop our yarning circle. We asked 4 elders to assist
in this project and we had all our Aboriginal staff and students contribute something of
importance in their culture into the yarning circle so it is a safe space respected by all.
This was a great leadership focused project which reflected Aboriginal perspectives and
contributions.
Sun, 15 Dec 2019, 9:41 AM

 At my school they are starting to develop Aboriginal meetings where we invite all
Aboriginal students from years 7-12, Aboriginal staff members and staff involved in our
Aboriginal Education Committee to freely discuss a range of opportunities available to
students, a voice for students to share and to establish leadership roles with our senior
students.
Sun, 15 Dec 2019, 9:38 AM

 This activity was a positive sense of student identity and culture as some students
learnt that there friends outside of the classroom where from the same mob as them
and that connected them together on a different level then they were aware of.
Sun, 15 Dec 2019, 9:26 AM

 An activity I have done with my Aboriginal girls program called Kirra is printed a
large poster of Aboriginal Australia map and asked the girls to research their family
history and which mob they belong to. Afterwards the girls were able to pinpoint a
location and write on a tag "my mob is from Kamilaroi" as an example. This activity
helped students understand the importance of family and embrace their sense of
Aboriginal identity.
Sun, 15 Dec 2019, 9:24 AM

 In my school I am seeking to implement the following strategies including;

Is there Aboriginal perspectives in all classrooms?
Are non-Aboriginal staff and Aboriginal staff receiving current training?
And developing a positive sense of Aboriginal identity by inviting parents and elders to
school events. Taking students on bush walks to connect to land this can be engaged
through Geography and connecting to country.
 Sun, 15 Dec 2019, 8:57 AM

 To include Aboriginal perspectives into the classroom and reflect on the 8 ways of
learning.
Sun, 15 Dec 2019, 8:52 AM

 To enable my school culture I will ensure their has been individual goals set for all
Aboriginal children and they are successfully working towards their goals. To ensure
their is an Acknowledgement of Country at all gathering to pay respect to our elders and
Aboriginal students.
Sun, 15 Dec 2019, 8:51 AM

 As an SLSO who works in Aboriginal Education I am working towards supporting

my community by working in classrooms to support our Aboriginal students
academically and building upon their strengths in other subject areas to relate to their
real world experiences.
I have implemented and developed relationships with my students and am able to write
character references for students to gain after school employment, future career
employment, applications for universities and scholarships.
Sun, 15 Dec 2019, 8:49 AM

 As a leader I would make my staff and co-workers aware of the concept that
'something good exists in Aboriginal students and community. To bring out the best in
people and to work towards their strengths. It's about building relationships and getting
to know our parents to learn from them to be able to support their children in the
classroom.
Sun, 15 Dec 2019, 8:42 AM

 These deficit conversations make me feel powerless and want to help. It makes
me feel empathetic and stops me to reflect on what has happened to Aboriginal people
in the past.
Teacher student relationships are foundation of learning and provide guidance, support
and opportunities for all students. To make connections to develop an awareness of
culture and alter the views of deficit conversations with co-workers.
Sun, 15 Dec 2019, 8:35 AM

 It is important to understanding what it's like to be a human being and connect

from one human being to another without having any authority involved to interfere
with the relationships you are trying to build.
As a classroom teacher it is important to incorporate and relate to all students beliefs,
values and understanding. To provide an awareness and develop an influence of school
culture.
Sun, 15 Dec 2019, 8:26 AM

 An enabling factor is social connected-ness and an disabling factor is non

Aboriginal students pre-conceived ideas of what it means to be Aboriginal.
 Sun, 15 Dec 2019, 12:55 AM

 5 ways that my school culture has enable a student to 'thrive and survive'.
1. Clontarf Academy - male Aboriginal students have a purpose and a sense of belonging
to a group enjoying recreation sports and life skills learning i.e job prospects and
cooking.
2. NAIDOC Week celebrations - embracing community and coming together
3. Multicultural day - embracing all cultural diversities and celebrating their foods,
values, clothing etc.
4. School Acknowledgement of Country
5. Belonging Day
Sun, 15 Dec 2019, 12:52 AM

 Artefacts = interactions, physical environment, engagement, dress and language.

Underlying cultural assumptions = beliefs, values and stories.
Sun, 15 Dec 2019, 12:46 AM

 Part 1 has taught me that it is important to take a whole school initiative to

empower Aboriginal culture to all Aboriginal and non Aboriginal people. It has taught me
strategies and links to learning that can support and provide knowledge to Aboriginal
students and to work with our community by building relationships to build a better
future for all.
Sun, 15 Dec 2019, 12:42 AM

 In the school I am an SLSO at, senior Aboriginal students are leaders and mentors
to younger Aboriginal students and demonstrate the importance of culture and respect.
Sun, 15 Dec 2019, 12:39 AM

 Dr Chris Sarra introduces 'high expectation'.

Deadly = meaning your proud to be Aboriginal.
Teachers, community leaders, principles and Aboriginal students helping to remove the
victim status and improve overall achievement outcomes.
The belief and capacity for teachers and all to deliver something stronger and smarter
for all Aboriginal and non Aboriginal students.
Sun, 15 Dec 2019, 12:37 AM

 Dr Chris Sarra discusses the importance of understanding Aboriginal education,

children's sense of identity and empowering young people to reach their full potential in
literacy and numeracy.
Sun, 15 Dec 2019, 12:29 AM

 My first initial introduction to the Stronger Smarter program is how important

cultural identity, positive community engagement and leadership are essential in
education for all Australian students.
Fri, 13 Dec 2019, 10:39 AM