Our Purpose:
Stanmore Public School is committed to improving the educational outcomes and wellbeing of Aboriginal and Torres Strait Islander students so they can reach their full potential in all aspects of their education and lifelong journey. Our school recognises the importance of fostering and celebrating the identity of our Aboriginal and Torres Strait Islander students and are committed to working in partnership with members of the wider community. Stanmore Public School is committed to embedding Aboriginal histories, cultures and perspectives in all aspects of our teaching and learning. The strength, diversity, ownership and richness of Aboriginal cultures and Custodianship of Country are respected, valued and promoted at Stanmore Public School.
| Policy | Our Practice |
|---|---|
| Our school has established various programs and strategies to ensure Aboriginal and Torres Strait Islander students match or better the outcomes of the broaderstudent population. | ● A Learning and Support Team which monitors the educational progress of Aboriginal and Torres Strait Islander students through individual education. ● Communication with families in order to develop Personalised Learning Pathways and ensure goals are collaboratively created with the student, family and school. ● Welcoming and including Aboriginal families in the school setting. ● Recognising and celebrating Aboriginal and Torres Strait Islander culture through NAIDOC week celebrations. ● School staff maintain regular communication with parents and caregivers, in regard to the educational progress of students. ● Provide opportunities for Aboriginal and Torres Strait Islander students to take on leadership roles within school such as hosting student assemblies or leading the Acknowledgement to Country. ● A school and parent partnership committee that meets regularly. Parents are invited and the minutes are communicated with the parents. ● Families have access to school assistance to support their child’s full potential in all aspects of school life (including excursions and carnivals). ● Aboriginal and Torres Strait Islander students are provided with educational and cultural opportunities within and beyond the school, for example; The Tribal Warrior Program, The Deadly Awards, Koori Art Express, Russell Page Award. |
| Our school has established programs to increase the knowledge and understanding of thehistories, cultures and perspectives of Aboriginal and Torres Strait people. | ● Aboriginal and Torres Strait Islander people, perspectives and cultures are recognised and respected in our school community. ● All formal school gatherings commence with an Acknowledgement of Country and on special occasions, when an elder is available, a Welcome to Country is delivered. ● Teachers embed cross-curriculum Aboriginal perspectives into their programs and ensure their pedagogies are inclusive of all learning styles and ensuring Aboriginal perspectives are evident in teacher programming across all KLAs. ● Teachers engage in ongoing communication with families to build strong partnerships and understanding of individual family identities to promote and support the student. ● Teachers engage in professional development, at least every two years, to build and maintain their cultural awareness and confidence in teaching Aboriginal histories, culture and perspectives. ● The Aboriginal and Education committee relay the meeting minutes to the whole staff. ● Allocate money raised through school events and ensure it is utilised for educational resources or whole school cultural experiences and events. |
| Our school strives to increase the engagement and participation in school and lifelong education for Aboriginal and TorresStrait Islander students. | ● Our school is striving to ensure that our teaching community is aware of the diverse backgrounds of the students enrolled at Stanmore Public School. ● Provide support to Aboriginal students and families for transitions to school, from pre-school to Primary and from Primary to High school. ● When required, support families to maintain regular student attendance in consultation with the Aboriginal Education Committee. ● Provide a supportive and culturally inclusive learning environment so that all students have the feeling of social acceptance and inclusion, regardless of heritage, culture and background. ● Provide rich and engaging learning experiences, including ensuring the different learning pedagogies (8 ways of Learning) are embedded in teaching programs. ● Create a welcoming and inclusive environment through the use of Aboriginal languages map, located in each classroom, visible Aboriginal flag and Torres Strait Islander flag around the school, Aboriginal name for each class and yarning circles, language lessons to deliver the Acknowledgement of Country in Dharug. |
| Our school works collaboratively with the families of Aboriginal and Torres Strait islander students, the NSW AECG and members of the local Aboriginal community in developing plans and programs that support the Aboriginal Educationpriorities. | ● Monthly school and parent committee meetings. ● Circulating the meetings minutes to all Aboriginal families and staff. ● A member from the Aboriginal Education Committee provides a paragraph for the schools annual report. ● Ongoing communication with schools and family, including collaborative planning of PLPs. ● Seek support and advice from the Aboriginal Education and Wellbeing Team, to assist with staff professional learning and working collaboratively with families. ● Regular attendance of local AECG meetings. ● Engage elders and other local community members to enhance the quality of programs and the school’s knowledge of Aboriginal culture. |
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