Aboriginal education is an important aspect of our teaching at Sacred Heart Catholic School. Our Aboriginal campsite provides a space for students to enrich their learning and students are also able to expand their cultural experiences with the Tasmanian Museum and Art Gallery as well as participate in “on country” experiences to areas of importance such as Mount Misery and the Hartz Mountains. An Aboriginal Key Teacher facilitates programs and projects for Indigenous students and the wider school community. These include working with Aboriginal artists and speakers on cultural programs at our school.
Investing in Focus Schools – Action Plan
St James Catholic College
Sacred Heart Catholic School
Local Activity Plan – Investing in Focus Schools Project
- Engagement and Connections of Students
- Literacy & Numeracy
- Partnerships with Families and Communities
1. Engagement and Connections of Students
- Aboriginal and Torres Strait Islander students will be engaged in and benefiting from their schooling experience.
- Increased number of Aboriginal and Torres Strait Islander students involved in personalised learning.
Activities & Strategies:
- develop personalised learning strategies for all Aboriginal and Torres Strait Islander students.
- continued focus on Aboriginal and Torres Strait Islander Priority in the Australian Curriculum
- build on current work on explicitly valuing Aboriginal and Torres Strait Islander languages and cultures
- develop a plan to facilitate smooth transition into senior secondary from St James to Guilford Young College through a shared culture of understanding of the needs of Aboriginal students and of best practice in Aboriginal Education.
- employ Dare to Lead to assist in the development of shared guidelines to underpin the schools; programs to address the Goals of the National Action Plan.
- To improve the attendance rates of Aboriginal and Torres Strait Islander students.
- All compulsory school-aged Aboriginal and Torres Strait Islander students are enrolled. – I don’t think this is a realistic target
- Attendance rates for Aboriginal and Torres Strait Islander students are equivalent to non-Indigenous student attendance rates.
Activities and Strategies
- Provide appropriate support for ATSI children in the pre-Kindergarten Program.
- Continue to work in partnership with SETAC – the local Aboriginal Centre
- Promote the Catholic ethos and school offerings in the wider community
- Explore strategies to engage and support parents with their children’s learning.
- Ensure our curriculum and pedagogy is embedded with the Aboriginal and Torres Strait Islander cultural perspectives
3. Literacy and Numeracy
- Aboriginal and Torres Strait Islander students’ literacy and numeracy levels continue to improve.
- reduce the gap in reading, writing and numeracy achievement between Aboriginal and Torres Strait Islander students and non-Indigenous students;
- continue to improve results of ATSI students no matter where they are on the learning continuum;
Activities & Strategies
- employ a coach to work with all primary teams from St James and Sacred Heart. using the Co-Coaching model to work collaboratively with teaching staff within the teams, including one full day each term with secondary teachers;
- coach to work closely with the teams to lift the performance all students, particularly the Aboriginal and Torres Strait Islander students;
- coach would assist with planning, assessment, moderation and implementation of the curriculum;
- coach would visit classrooms regularly and provide support and feedback;
- use student data to inform and guide the teachers’ planning – NAPLAN, PAT Testing, PIPS, Numeracy growth points, etc..
- involve parents in the learning and teaching programs;
- build authentic networks between St James and Sacred Heart and the wider community;
- provide professional learning opportunities for staff that will continue to build their capacity as educators and leaders;
4. Partnerships with Families and Communities
- Aboriginal and Torres Strait Islander students will be empowered through promotion of their identity, culture and Leadership in community partnerships.
- Active school – community partnership agreements in place.
- involvement of Principals, leaders and staff in cultural and community activities will increase;
- authentic relationships with local Aboriginal community members will be developed;
Strategies and Activities:
- formation of Community Steering groups to guide the planning and implementation of the project. Included in the committee will be the nucleus of the Lagrah Mabbyle [working together] committee
- continued involvement between SETAC and the Stephanie Alexander Kitchen Garden project and the VET certificate I in Horticulture;
- participation in a ‘cultural experience’ on Bruny Island for ATSI students and their families;
- an Aboriginal (Artist, Author, Musician, etc) in residence program will be established;
- Aboriginal people in the school communities will be involved at all levels of educational decision-making.