Making visible Aboriginal Perspectives in the Victorian Curriculum
Making visible Aboriginal Perspectives in the Victorian Curriculum F-10. The role and services of key stakeholders in education: • VCAA • KOD • VAEAI • VACL Victorian Curriculum F-10 – Cross-curriculum priorities Overview of series of webinars 31 -08 -20
Using ‘chat’ • Click the chat icon in the control panel • Select everyone so that we can all see your contribution • We will not use the Q&A function today
CEO | Stephen Gniel VCAA
Acknowledgment of Country I would like to acknowledge the traditional custodians of the many lands across Victoria on which each of you are living, learning and working from today. For myself and those of us in the metropolitan area, we acknowledge the traditional custodians of the Kulin Nations. The Wurundjeri call this Naarm. We call this Melbourne. When acknowledging country, we recognise Aboriginal and Torres Strait Islander people's spiritual and cultural connection to country. We acknowledge the continued care of the lands and waterways over generations and celebrate the continuation of a living culture that has a unique role in this region. And as we share of our knowledge in teaching and learning, may we pay our respects to Elders past, present and emerging, for they hold the memories, traditions, culture and hopes of all Aboriginal and Torres Strait Islander peoples across the nation, and hope they will walk with us on our journey.
Designers Innovators Technicians Inventors Engineers Mathematicians Scientists Narrators Artists Performers
An Overview - series of webinars: The Arts The Humanities STEM Victorian Aboriginal Languages
Victorian Curriculum | F-10 Overview Aboriginal Perspectives in the Curriculum Cross-curriculum priority: Aboriginal and Torres Strait Islander histories and cultures See the world from an Aboriginal person’s point of view
Curriculum Areas – Content Descriptions & Elaborations Curriculum Areas Content Descriptions & Elaborations Victorian Aboriginal Languages 94 The Humanities 73 The Arts 64 English 28 Technologies 14 Mathematics 7 Health & PE 6 Science 2
Where to start? • Localised and Victorian context • Histories and Cultures • Connection to Country, Place, Cultural Identity and people • Traditional and Contemporary
Aboriginal Perspectives in the Humanities, the Arts, STEM and Victorian Aboriginal Languages • Seasonal calendars & weather • Aboriginal and Torres Strait Islander peoples • Astronomy • Politics • Bush Foods/Medicine/Health • Dreamtime – Storytelling • Natural resources and land management • Aboriginal Languages • Tools, instruments and inventions • Arts • Performing Arts
Role of the key stakeholders in education Who are they? What role and service do the key stakeholders provide to schools and community?
Zack Haddock | A/Executive Director Koorie Outcome Division (KOD) Department of Education and Training (DET)
Demographics • The Koorie community in Victoria is diverse, young and growing. • At the last national Census in 2016, there were 47, 788 Aboriginal and/or Torres Strait Islander people living in Victoria, making up 0. 8 percent of the Victorian population. • The median age of Aboriginal and/or Torres Strait Islander people in Victoria was 23, compared to 37 for non-Indigenous people • In 2019, the were 1, 576 Koorie children attending a four-year-old kindergarten program, and 952 Koorie children attending a three-year-old kindergarten program. • Koorie school students are highly dispersed across Victoria, but more concentrated in kindergartens.
Marrung • Developed with community during 2015 -16 • Intent to ensure the Education State will be realised for Aboriginal learners • 10 year plan – long-term vision • Integrated across the early childhood, schools and higher education and skills sectors
Self-determination Marrung is being implemented in line with whole of Victorian government commitments to Aboriginal self-determination Victorian Aboriginal Affairs Framework Commits government to advancing Aboriginal self-determination through systemic and structural transformation. Self-Determination Reform Framework Guides public service action to enable selfdetermination in line with government’s commitments in the VAAF. Also provides an architecture for reporting on what Departments are doing. Treaty will provide the foundation for a new, positive relationship between the State and Aboriginal Victorians by determining how each party’s priorities, interests and responsibilities can be realised together into the future.
Marrung is a genuine partnership between government and the Koorie community. The Victorian Aboriginal Education Association Incorporated (VAEAI) is the Department’s principal partner in Koorie education. VAEAI represents the Koorie community on education at the local, state and national levels. • promotes and supports the provision of education that reinforces community’s cultural identity, increases awareness in the wider community of Koorie culture and encourages high aspirations • State-wide network of 30 Local Aboriginal Education Consultative Groups (LAECGs)
Marrung actions
Priority initiatives Cultural Understanding and Safety Training Victorian Aboriginal languages Koorie Academy of Excellence Professional development for all staff in all government schools about Aboriginal, history, people and culture. Supports schools to connect with the local Aboriginal community, and build more inclusive curriculum and learning environments. Increasing the number of Koorie language programs in schools and kindergartens. Accredited training in learning and teaching endangered Aboriginal languages in order to build a skilled workforce of Koorie language instructors. Culturally strong supports for Koorie secondary students to grow aspirations, increase career passion and knowledge and pursue their desired post-school pathway. Early childhood initiatives Wirnalung Ganai Increasing Koorie participation in VET Improving the cultural safety of early childhood services and supporting Koorie families to support their child's learning and development, including through funding Aboriginal community controlled organisations to deliver early childhood services. Supporting Aboriginal staff inclusion and leadership, with a particular emphasis on increasing cultural understanding of non. Koorie staff and building mutually respectful relationships with Aboriginal people. Reforming the Koorie Vocational Education and Training (VET) workforce and working with training organisations to improve their supports for Koorie learners and to increase participation and outcomes.
Marrung governance structures promote leadership engagement, community voice, coordination across government and accountability to the Koorie community Marrung Central Governance Committee • monitors progress against Marrung actions and targets Regional Partnership Forums (RPF) • endorse and monitor Marrung Regional Implementation Plans • provide updates and advice to the Marrung Central Governance Committee Koorie Education Roundtables • attended by LAECG members, DET Koorie Education Workforce, Koorie community members and service providers • Provide a local, grass roots perspective to inform Regional Partnership Forums
The reformed Koorie Education Workforce ensures Koorie inclusion and outcomes are core business at the regional and service level A large scale workforce reform project was undertaken to upskill and reclassify student support roles previously located in schools to strategic roles located in area offices Koorie Education Workforce - 120 positions state-wide: • Koorie Education Coordinators (KECs) located across the state manage teams of Koorie Engagement Support Officers (KESOs) who provide strategic advice to teachers, school leaders, and multidisciplinary area teams. • Koorie Education Managers provide expert leadership and develop a high profile for the implementation of Marrung in regions. They coordinate the work of the Koorie Education Workforce into the broader regional approach
Koorie Outcomes Division In partnership with VAEAI, KOD leads the Department’s strategic agenda for Aboriginal education, training and early childhood development including developing, coordinating and evaluating policy and service initiatives to improve outcomes for Koorie clients of DET by: • building partnerships with the Koorie community • working with groups across the Department and with other relevant education stakeholders to ensure Koorie outcomes are embedded across policy and strategic initiatives • working collaboratively across government to build strong networks to enable wide participation in the development and delivery of Koorie programs and initiatives. • working closely with Schools and Regional Services Group in supporting professional development of the KEW, and on program development and implementation.
Vaso Elefsiniotis | VAEAI Victorian Aboriginal Education Association Incorporation
KO OR IE C UL LU M Victorian Aboriginal Education Association Inc. KOORIECULLUM – Our history and cultures in in Early Years and Schools
Calls for Teacher Training
Calls for Teacher Training
Slide Heading Government commitment to Aboriginal Studies
VAEAI RESOURCES
VAEAI RESOURCES VAEAI Koorie Education Calendar
VAEAI RESOURCES Koorie Perspectives in Curriculum Bulletins
VAEAI RESOURCES Briefs and Features
new RESOURCES
Our Languages in Education Early Years Schools VET 18 kinders 18 14 -20 schools 2, 200 students 13 graduates CERT III LEAL CERT IV TEAL 2018 -9 2020 VSL Pilot Swinburne TAFE
Fay Muir | VACL Victorian Aboriginal Corporation for Languages
Victorian Aboriginal Corporation for Languages (VACL) Who we are? What role and services do we provide to schools and community?
Up coming webinars in this program Co-delivered with Curriculum Managers and key stakeholders VAEAI and VACL. Date Primary focus Date Secondary focus Monday 7 th September Victorian Aboriginal Languages (primary and secondary focus) Tuesday 1 st September The Arts Tuesday 8 th September The Arts Wednesday 2 nd September STEM Wednesday 9 th September The Humanities Thursday 3 rd September The Humanities Thursday 10 th September STEM
Where to from here? From today’s session, reflect on your current practice and think about what will you could do differently or identify one classroom or school action you could put into practice?
Questions? . . .
Keep up to date Subscription services at the VCAA include: • VCAA Bulletin • F 10 Update https: //www. vcaa. vic. edu. au/Footer/Pages/Subscribe. aspx Contact Vaso at VAEAI to receive the Koorie Perspectives in the Curriculum newsletter
Contact Zeta Wilson Aboriginal Perspectives Project Manager | Curriculum Unit F-10 VCAA Zeta. Wilson@education. vic. gov. au
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