Indigenous Education Strategy Newsletter - issue 13

Tony’s Message

We have had another great start to the year with Term 1 all wrapped up and our major projects moving into the second cycle of implementation. This has seen significant growth in the number of schools now operating Literacy and Numeracy Essentials, Employment Pathways and Social and Emotional Learning. Opening the doors of the Nhulunbuy Boarding school was a major milestone with the strategy and the very positive response we have received from the North East Arnhem Land community is a testament to the planning and attention to detail that staff and community partners have committed to. I am very excited to see the launch of Keeping Indigenous Languages and Cultures Strong – A Plan for Improving the Teaching and Learning of Indigenous Cultures in Northern Territory Schools. This is a very comprehensive piece of work that I believe positions the Northern Territory at the front of the pack nationally in relation to guidelines on Indigenous Language and Culture. I thank the team behind this and their strong commitment to local engagement. As we have now entered the third year of our first stage of implementation it is timely that we reflect on progress and our processes so far. We have commenced consultation on the next phase of the strategy from 2018 to 2020 with this process being led by Shaneen Tilmouth. The results of this consultation will be considered along with the evaluation report from ACIL Allen’s to help shape the next phase of the strategy.

  Tony Considine, General Manager

Consultation underway for stage two of Indigenous Education Strategy

Consultation with key stakeholders including schools and communities is underway to inform the development of stage two of the Indigenous Education Strategy (IES). An independent evaluation will coincide with the consultation process and will collectively inform stage two of the strategy.

The IES is a ten-year strategy with the first stage of implementation to be completed by the end of 2017. Stage two will focus on key areas that deliver positive educational outcomes for students, are supported by the community and are sustainable. Stage two implementation will align with new policy direction and government priorities, in particular the government’s commitment to community engagement and local decision making including community-led schools.

The consultation process will be finalised by mid-2017 with the stage two implementation plan to commence from 2018 and continue through to 2020.

Nhulunbuy Boarding Facility open to students

Students from remote communities and homelands in Arnhem Land have settled into the Nhulunbuy Boarding Facility which opened in Term 1, 2017. This facility is part of a new program to improve access to education in remote communities.

Debbie, who turned 12 on Monday, is one of the youngest of the boarders and one of four students who have travelled the 250 kilometres from Donydji to study and stay at the secondary school.

“It’s fun. I like going fishing,” Debbie says of her new school. Fishing trips are organised every Saturday afternoon, along with a wide range of other activities including volleyball, football, music, art and a reading program.

The boarding students attend Nhulunbuy High School, which is a Registered Training Organisation (RTO) where students can undertake Vocational Education and Training (VET) courses including but not limited to hospitality and maritime operations.

Robyn Stockton is the Deputy Head of the Nhulunbuy Boarding Facility and says it’s a privilege to have been involved in this program from the beginning.

 “It’s a huge achievement for them all as they come from many different remote communities and have had the task of settling into a fairly large school and into boarding routine and life,” she says of the students.

The support of Stars Foundation and Clontarf Academy has had a huge impact on the attendance and wellbeing of students, and the after school activities have kept the boarders engaged and motivated.

As well as Donydji, the first cohort of students have travelled from Baniyala, Dhalinybuy, Gapuwiyak, Galiwinku, Groote Eylandt, Numbulwar and Ramingining, as well as nearby Yirrkala and Nhulunbuy itself.

At the end of term, a member of staff accompanies students back to their community and then flies back to school with them, ensuring that they are ready for the start of each term.

The Nhulunbuy Boarding Facility provides Indigenous families across North East Arnhem Land with additional options for their children’s secondary education, in line with the goals of the Indigenous Education Strategy. Male and female students are housed in separate buildings at the boarding facility, and residents are supported through safe and culturally appropriate programs that focus on student wellbeing. Families are encouraged to make the right decision for them and will ultimately be supported in whatever choice they make.

The boarding facility currently has capacity to accommodate 40 students, with a second phase planned to provide an additional 40 beds. In Term 2, 2017 the facility will welcome 34 students who were supervised by 11 residential staff, including one male and one female staff member on duty overnight.

 Facilities include a computer centre and music centre, basketball circle, stage and amphitheatre, a full commercial kitchen, large dining room with outdoor deck and BBQ, and a shelter for students and staff to use during extreme weather events.

Neil Morison, Head of Boarding at Nhulunbuy, says the feedback from students about their experience so far has been very positive.

“I’m really proud of our staff who have made great connections with students and really proud of our students who have made great connections with staff.”

For more information on the Nhulunbuy Boarding Facility, please contact Robyn Stockton at robyn.stockton@nt.gov.au

Keeping Indigenous Languages Strong

Keeping Indigenous Languages and Cultures Strong – A Plan for Improving the Teaching and Learning of Indigenous Cultures in Northern Territory Schools (the Plan) was launched at Sanderson Middle School on Thursday 27 April by Education Minister, Eva Lawler.

The plan, endorsed by the Northern Territory Board of Studies (NTBOS), outlines a model for a revised NT curriculum for Indigenous languages and cultures that will cater for the diversity of Indigenous languages and student backgrounds in the NT.

The plan has been established in close collaboration with members of the NTBOS Indigenous Languages and Cultures Reference Group comprising of Indigenous representatives from all regions of the NT.

From this, an NT curriculum for the teaching and learning of Indigenous Languages and Culture is being developed. Support documents for working with communities to establish and sustain programs are also being developed.

The curriculum, which will provide schools with different options based on the language background of the students and the current use of the language in the community, will be rolled out in 2018.

For more information, please contact Ailsa Purdon, Consultant, Indigenous Languages and Culture: ailsa.purdon@nt.gov.au or 8944 9225.

Employment Pathways welcomes new schools

Employment Pathways will expand in Term 2, with an additional 31 schools to implement the program.

Employment Pathways is a model of secondary education designed to meet the needs of Indigenous students from remote communities. A focus of teaching and learning in communication, life skills, wellbeing, employability skills and vocational learning aims to better equip students to access employment opportunities beyond school.

Commencing with an initial 11 schools in 2016, Employment Pathways programs will be delivered at an31 additional schools by Term 3, 2017.

Senior Manager of Employment Pathways, John Mackay said Employment Pathways is about contextualising a program to the individual school and the community. For example, in Yurrwi (Milingimbi), employment opportunities in maritime, woodwork and Conservation and Land Management are considered in the development of the students’ education program and training.

Students are engaged in learning about boats and marine safety at Yurrwi (Milingimbi) School. The school’s fleet expanded to three boats with the recent arrival of Djambang, an 8-metre, twin propeller, double aluminium hull boat with room on board for teaching fish processing. This exciting addition has been well received by the entire community and helps the school to expand its Maritime program.

The Employment Pathways unit spent Term 1 visiting the 11 existing Employment Pathways schools to provide assistant to teachers, and review and trial resources.

“We have seen some great projects in their early stages, staff and students building positive relationships and a great sense of team developing,” said John Mackay of the visits.

Students in ANZAC ride pay tribute to Indigenous soldiers

Ntaria School students have saddled up for the trip of a lifetime, travelling by horseback to Alice Springs to take part in the ANZAC Day Parade.

36 students left Hermannsberg on Wednesday 19 April and rode 127 km to Alice Springs, arriving in time to take part in the Alice Springs ANZAC Parade on Tuesday 25 April.

The ride, now in its third year, acknowledges Aboriginal soldiers who have fought in wars throughout Australia’s history. Students taking part in the ANZAC parade will wear the uniforms of the Australian Light Horse Brigade.

Jeremy Moketarinja, an assistant teacher with the school who also teaches students to ride, accompanied his daughter on the journey.

“All the Aboriginal people from here went to fight wars somewhere in Turkey for the light horsemen. That’s why we’re doing it for them and for ourselves and our community. To make every blackfella in Australia happy because there’s nothing like this happening in other schools.”

The ‘Arrarnta Tribe Ride for Pride’ is part of students’ studies to get a certificate in Rural Operations, Agriculture and Tourism.

Lead trainer and manager of the project Chris Barr said that 36 students participated in the 2017 journey, the biggest group yet.

“Ntaria School has used horses since 2013 as a key strategy to increase student engagement in learning,” Mr Barr said. “The outcomes of this program speak for themselves; this year we’ve had 90% attendance for our students involved in this program.”

“Students get a sense of pride and self-confidence being involved, particularly when they see their efforts recognised by their families and the broader community.”

“This has become a whole of community event; it is something our students, families and school community cherish for a long time.”

Ntaria School Principal Cath Greene said the ‘Arrarnta Tribe Ride for Pride’ is an anticipated annual event for the students and school community.

“This program is so important for our students, it brings the whole community together and celebrates our Indigenous servicemen past and present,” Ms Greene said.

The ride is a collaboration between Western Arrarnta family leaders, the Ntaria School and the Australian Light Horse Association, made possible by the Australian Government’s Stronger Communities for Children initiative.

Assistant teacher profile: Anne Gallagher

Assistant Teachers have always been an integral part of the teaching team. Under the Indigenous Education Strategy, a formal framework has been introduced to support the professional development and mentoring of Assistant Teachers in remote schools. The introduction of a professional development, mentoring and performance management system will provide a formal framework for enhancing the professional capacity and capability of Assistant Teachers.

Anna Gallagher completed her Diploma in Education Support at the end of 2016 through Batchelor Institute. She began her studies as an assistant teacher at Areyonga Preschool and works as a family support officer with the Families as First Teachers (FaFT) program in the Alice Springs regional office Early Childhood team.

Anna works in family playgroups in schools and town camps teaching and assisting families to use the 3a Abecedarian Approach. The Abecedarian Approach includes learning games, conversational reading and enriched care giving through learning activities for children.

“I think the Abecedarian Approach works really well for families. I work with families and make home visits because it helps their children get ready for preschool. I help with other services for the families, teaching families how to keep going with their teaching after our visits are done”.

The department supports assistant teachers and other Indigenous education staff to participate in both accredited and non‐accredited professional learning.