East Waikiki Primary School Western Australia

1. East Waikiki Primary SchoolWestern Australia Indigenous Education Programme http://www.ewps.det.wa.edu.au/ Frank.Pansini@det.wa.edu.au

2. East Waikiki Primary SchoolWestern Australia Our Journey • What we have set ourselves to achieve • Some background • Some key elements of our Programme • Resources we have developed • Approaches that work for us • The road ahead

3. East Waikiki PSIndigenous Education Programme We are committed to: • Helping all our students to grow up as well-informed, critical thinking, fair minded and respectful citizens of Australia • Raising awareness of Indigenous history and culture among Indigenous and Non-Indigenous students • Adopting an Aboriginal perspective to the curriculum wherever and whenever appropriate and relevant

4. By achieving this we aim to help: Our Indigenous students to: • Feel pride and self respect • Acknowledge their identity, their history and their culture Non-Indigenous students to: • Be aware, know and understand the history, culture and social context of Indigenous Australians • Respect and be proud of Indigenous Australians All our students to achieve: • Mutual respect

5. East Waikiki Primary School 2009 School Profile • 465 students • Low SEI of 91.1 (Band 2) • 48 Aboriginal & Torres St Islander students (11%) • 52 Pacific Islander/New Zealand students • 35 cultures among our students

6. East Waikiki Primary School 2009 Resourcing • 29 Teachers • 14 Education Assistants (9 Special Needs) • Integrated Education Support Unit (12 students) • One Aboriginal Islander Education Officer • One student Mentor • 2 Getting it Right Literacy and Numeracy Specialist Teachers • 0.4 Learning Support Coordinator • Special funding for BMaD, ITAS, CLNP

7. Recent History • 2004 ASSPA funding ceased • 2005 • No community activity • Isolated teacher commitment and engagement • NAIDOC celebrated • Strong AIEO left and was replaced by an inexperienced one • New Principal arrived in July • No AEOP in place • PSPI application was submitted as we began to refocus our efforts

8. Recent History 2006 • Our first PSPI programme (Better Outcomes for Indigenous Students or BOIS) kicked off: • Attendance incentives • Increased Community Involvement • Improved Literacy and Numeracy • (0.2) PSPI Coordinator • Homework Classes resumed • ITAS (0.5) • AIEO returned • Appointed second AIEO (or Mentor) • Indigenous Education Team formed (PSPI Coordinator, ITAS Coordinator, 2 AIEOs, 4 staff and Principal)

9. Recent History 2006 • Developed new Plan. Involved staff in developing awareness, understanding and commitment to Indigenous studies. Ranged from very high to acceptable. • Began developing and distributing resources for teachers to use in class • AIEOs worked in every class in the school • NAIDOC and Reconciliation Week were whole school foci • Community Drop-In Centre opened. PSPI committee formed and met regularly • Homework classes employed staff, parents and community members • Work began on our Ngulla Miya

10. Recent History 2007 and 2008 • Conducted staff Professional Learning and Cultural Awareness sessions • APAC resource was workshopped. • Staff commitment to engage and learn across all years and all areas dramatically increased • Ngulla Miya became a visible, motivating school project and resource and an instant icon • Our teachers and teachers from other schools used the Ngulla Miya in their learning programmes • PSPI extended to include: • Weekly 0 – 3 Indigenous Playgroup • Healthy cooking and eating classes for Indigenous students • Termly excursions for East Waikiki Indigenous students and invited Indigenous students from neighbouring schools

11. Recent History 2007 and 2008 • Staff PD on use of Aboriginal Perspectives Across the Curriculum Website and resources • Development of our K-7 Indigenous Studies Scope and Sequence • Other whole school projects were initiated by staff and embraced by all: • The Waakal • Stage 2 and 3 of the Ngulla Miya completed • Inaugural “Twilight in the Ngulla Miya” • Reconciliation Week Assembly • PSPI Ceased and Homework classes ceased • Uncertainty about the ramifications

12. Indigenous Education Team Role • Review and write school Aboriginal Ed Operational Plan (AEOP) • Manage Indigenous Education Cost Centre • Support teachers to implement Aboriginal perspectives into their curriculum • Plan and support whole school activities such as NAIDOC and Reconciliation Weeks. • To motivate, lead and inspire Coordinator: Gail AIEO: Phil School Support Staff Member: Dot Teacher Reps: Marie, Doretta, Karen Principal: Frank

13. Ngulla Miya“Our Place”

14. Ngulla MiyaOur Outdoor Learning Centre and Meeting Place

15. Learning in the Ngulla Miya

16. Meeting in the Ngulla Miya‘Twilight in the Ngulla Miya’

17. Meeting in the Ngulla Miya‘Twilight in the Ngulla Miya’

18. Meeting in the Ngulla Miya‘Reconciliation Assembly’

19. Meeting in the Ngulla Miya‘Reconciliation Assembly’

20. Aboriginal Perspectives Across the CurriculumK – 7 Indigenous StudiesScope and Sequence

21. Aboriginal Perspectives Across the CurriculumK – 7 Indigenous StudiesScope and Sequence • Our aim is for our students to understand the social, historical and cultural context of our country. • Integral to this is the importance of appreciating and understanding issues involving our Indigenous people, their past and their culture.

22. Aboriginal Perspectives Across the CurriculumK – 7 Indigenous StudiesScope and Sequence • Written by key members of the IET • Reviewed and further input provided by the rest of the IET • Professional Learning for staff: Awareness Raising and Familiarization • Implementation: Individual and collaborative planning via POST Meetings. Formal and informal.

23. Aboriginal Perspectives Across the CurriculumK – 7 Indigenous StudiesScope and Sequence • Celebrations: Gallery walks at staff meetings and PD Days • Leadership and support: AIEO and IET help teachers to plan and deliver • Regular Review: Content and extent to which it is being incorporated into classroom learning and teaching programmes

24. Aboriginal Perspectives Across the CurriculumK – 7 Indigenous StudiesScope and Sequence • Performance Management/Accountability: • Teacher to teacher (Via the S & S) • Line management: Discussions that focus on implementation and support. • Classroom walk throughs.

25. Indigenous StudiesK-7 Scope and SequenceA Sequential Planning Tool

26. Whole School Projects EG: The Waakal • Stimulates diverse classroom planning leading to student learning. • Focuses and engages all staff and students

27. Whole School Projects The Waakal • The K – 7 Scope and Sequence is a vital resource in this process. • Supports teachers to make informed decisions about appropriate curriculumplanning and development of learning experiences

28. Whole School ProjectsReconciliation Week

29. Aboriginal Perspectives Across the Curriculum Reconciliation Week

30. Aboriginal Perspectives Across the Curriculum Students engaged in cooperative learning activities exploring concepts associated with Reconciliation

31. Aboriginal Perspectives Across the Curriculum

32. Aboriginal Perspectives Across the Curriculum Waakal Maths • Measurement using arbitrary units • Area and length • Estimation and actual

33. Aboriginal Perspectives Across the Curriculum Waakal Maths • Patterns • Counting

34. Aboriginal Perspectives Across the Curriculum Physical Education (Daily Fitness)

35. Curriculum Resources Maths Big Books

36. Curriculum Resources • Counting • Problem Solving • Computations • Estimating

37. Curriculum Resources • Computational resources • Measurement resources • Back packs

38. Community Workshops • Family, community members • Staff from other schools

39. The Present Day 2009 • Continued Commitment • Embedded within practice (to varying degrees) • Pride in our achievements and our continuing journey • Further planning, more ideas and exploration of new opportunities for our students

40. East Waikiki Primary SchoolWestern Australia We are a work in progress And we still have a long way to go But we look ahead with optimism http://www.ewps.det.wa.edu.au/ Frank.Pansini@det.wa.edu.au