Aboriginal and Torres Strait Islander Education Policy

Policy

DOCUMENT DETAILS

Document Owner	Office of the Director
Approval Date	17 July 2017
Release Date	20 October 2017
Compliance Date	01 February 2019
Review Date	01 December 2020
Updated	NA

introduction and context

INTRODUCTION

Education Policy in Catholic Education Diocese of Wollongong (CEDoW) is developed to support the implementation of consistent and comprehensive practices to guide quality Catholic learning and teaching in Diocesan schools.

Education Policy is developed within the context of documents and frameworks. These include:

CONTEXT

Aboriginal and Torres Strait Islander peoples are the first Australians and have the longest continuous cultures in human history. All Aboriginal and Torres Strait Islander students need to be encouraged and supported to reach their full potential and to embrace their culture and identity. All students should understand, acknowledge and value Aboriginal and Torres Strait Islander peoples, histories and cultures and contribute to reconciliation for all Australians.

This Policy has been developed to support schools in responding to the call to mission as an expression of our Catholic Identity. It ensures that schools and teachers can meet their compliance requirements with the Catholic Education, Diocese of Wollongong (CEDoW), the New South Wales Education Standards Authority (NESA) and the Australian Education Act 2013.

1.0 DEVELOPING CULTURAL COMPETENCY

sCHOOLS MUST:

1.1	utilise opportunities to make connections between Catholic Identity, celebration and liturgy with Aboriginal spirituality
1.2	ensure that staff develop knowledge and understanding of the traditional land and the local history of the Aboriginal people on which the school is situated
1.3	ensure that there is a physical acknowledgement of the local Aboriginal land on which the school is situated in recognition of their traditional ownership of and connection to the land
1.4	understand and utilise appropriate protocols in working with and respecting Aboriginal and Torres Strait Islander histories, cultures, students and families
1.5	ensure that significant school gatherings include Welcome to Country or Acknowledgement of Country according to the Diocesan Aboriginal Communities Consultation and Protocols Guide
1.6	nominate a School Aboriginal and Torres Strait Islander Contact to lead Aboriginal and Torres Strait Islander Education initiatives in the school
1.7	ensure that the School Aboriginal and Torres Strait Islander Education Contact participates in the Diocesan Leading Aboriginal and Torres Strait Islander Education professional learning experiences
1.8	provide opportunities to share professional learning in order to develop the cultural competency of all staff
1.9	discern and plan for opportunities to celebrate, commemorate and engage in Aboriginal and Torres Strait Islander days of significance
1.10	utilise appropriate Diocesan Aboriginal Communities Consultation and Protocols Guide prior to:
	1.10.1	engaging with local Aboriginal communities
	1.10.2	using or studying Aboriginal and Torres Strait Islander Languages
	1.10.3	purchasing or commissioning Aboriginal and Torres Strait Islander art projects
	1.10.4	purchasing Aboriginal and Torres Strait Islander resources and equipment
	1.10.5	conducting Aboriginal and Torres Strait Islander ceremonies and performances

TEACHERS MUST:

1.11	utilise appropriate cultural resources to support celebrations and learning experiences
1.12	provide learning and teaching experiences that address the Learning Across the Curriculum aspects of the syllabus
1.13	encourage and utilise the valuable participation of Aboriginal and Torres Strait Islander parents or community members in learning and teaching experiences to enhance all students’ knowledge and understanding of Aboriginal and Torres Strait Islander histories and cultures

2.0 SUPPORTING ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS

sCHOOLS MUST:

2.1	develop processes to ensure teachers are aware of the Aboriginal and Torres Strait Islander students whom they teach
2.2	ensure they uphold inclusive and collaborative practices to meet the diverse needs of Aboriginal and Torres Strait Islander students
2.3	develop and implement a school-based procedure for collaboratively developing, sharing, implementing and reviewing Personalised Learning Plans (PLPs) for Aboriginal and Torres Strait Islander students
2.4	have clear role descriptions for Aboriginal Education Assistants (AEAs) and/or School Support Officers (SSOs) who are supporting Aboriginal and Torres Strait Islander students and/or initiatives
2.5	ensure that where Aboriginal Education Assistants (AEAs) and/or School Support Officers (SSOs) are supporting the development and implementation of Personalised Learning Plans (PLPs) it is done under the direction of teachers
2.6	adhere to the Diocesan Managing Students Pastoral and Educational Concerns (MSPEC) Procedure for Aboriginal and Torres Strait Islander students requiring additional support
2.7	engage with CEDoW Aboriginal Community Engagement Officers (ACEOs) and/or Aboriginal Education Assistants (AEAs) when seeking support from allied health or community services for Aboriginal and Torres Strait Islander students
2.8	utilise the allocation of:
	2.8.1	Aboriginal and Torres Strait Islander Education Funding and Resources for the purposes of supporting Aboriginal and Torres Strait Islander students and initiatives
	2.8.2	additional Aboriginal and Torres Strait Islander Education Funding for the purposes of targeted support for Aboriginal and Torres Strait Islander students identified through the Diocesan Managing Student Pastoral and Educational Concerns (MSPEC) Procedure
2.9	adhere to the Diocesan Student Attendance Policy in relation to the attendance of Aboriginal and Torres Strait Islander students
2.10	engage with the Diocesan Aboriginal Community Engagement Officers (ACEOs) and/or Aboriginal Education Assistants (AEAs) when liaising with Aboriginal and Torres Strait Islander families to improve the attendance of Aboriginal and Torres Strait Islander students

TEACHERS MUST:

2.11	collaborate with the student, parent/carers and other professionals (where appropriate) in the development of a Personalised Learning Plan (PLP) for each Aboriginal and Torres Strait Islander student
2.12	collaboratively develop and implement a Personalised Learning Plan for each Aboriginal and Torres Strait Islander student to support their learning, pastoral and cultural needs using the CEDoW electronic Student Information System (eSIS)
2.13	ensure that other plans such as a Personalised Plan (PP) are noted in the Personalised Learning Plan (PLP) relevant
2.14	review Personalised Learning Plans (PLPs) for Aboriginal and Torres Strait Islander students twice annually

3.0 ENGAGING WITH ABORIGINAL AND TORRES STRAIT ISLANDER FAMILIES AND COMMUNITIES

sCHOOLS MUST:

3.1	ensure that there are visible symbols that reflect a community which is respectful of, inclusive of and inviting to Aboriginal and Torres Strait Islander people
3.2	engage with the CEDoW Aboriginal Community Engagement Officers (ACEOs) and/or Aboriginal Education Assistants (AEAs) when seeking support about protocols or local history of the Aboriginal community on which the school is situated
3.3	utilise the Diocesan Aboriginal Communities Consultation and Protocols Guide when engaging with Aboriginal and Torres Strait Islander families and communities
3.4	promote and participate in the Diocesan Aboriginal Community engagement opportunities
3.5	encourage enrolment of Aboriginal and Torres Strait Islander students by utilising the Catholic Education Diocese of Wollongong Welcome Brochure
3.6	provide appropriate support to Aboriginal and Torres Strait Islander families to ensure Aboriginal and Torres Strait Islander students can access, attend and engage in Catholic education
3.7	ensure there are appropriate transition procedures to support Aboriginal and Torres Strait Islander students and families
3.8	allocate a meeting space that is culturally inclusive to appropriately engage with Aboriginal and Torres Strait Islander families or communities
3.9	adhere to the Diocesan Advocate/Support Person Procedure when a request is made by a parent/carer for an Aboriginal or Torres Strait Islander advocate or support person to be present at a meeting
3.10	utilise a range of strategies to ensure effective communication that addresses the diverse needs of Aboriginal and Torres Strait Islander students and families
3.11	provide opportunities for Aboriginal and Torres Strait Islander community members to engage in celebrations and learning and teaching experiences
3.12	engage with CEDoW Aboriginal Community Engagement Officers (ACEOs) and/or Aboriginal Education Assistants (AEAs) when seeking support from Aboriginal allied health or community services for Aboriginal and Torres Strait Islander families

Procedure

Diocesan Managing Students Pastoral and Educational Concerns (MSPEC) Procedure (Draft)

Diocesan Advocate/Support Person Procedure (in development)

Implementation