Kaiela Dhungala

First Peoples Curriculum

Acknowledgement

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kaieladhungala.com

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The Consultation Process

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Key Methods of Consultation

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• Is a part of the Greater Shepparton and Moira Principals Network
• Was established as a key outcome of a Principal’s Network Day focused on the local Koorie community
• Co-chaired by a Principal (Angela Buxton) and the GVAECG Chair (Miranda Edwards)
• Has a membership comprising off:
• Principals
• Teacher representative
• KEC
• SEIL
• GVAECG
• Other key local organisations: Yorta Yorta Nation, ASHE, Ganbina, Rumbalara
• Elder representative

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KOORIE PARTNERSHIPS GROUP

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Key Methods of Consultation

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• GVAECG
• Yorta Yorta Nation Aboriginal Corporation
• KESO team
• ASHE
• Ganbina
• Bangerang Cultural Centre
• Rumbalara
• Shepparton Reconciliation Group
• Kaiela Arts
• Parks Victoria
• Kaiela Institute
• Latrobe University
• University of Melbourne
• Greater Shepparton City Council
• Catholic Education Sandhurst

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Individual Conversations and Relationship Building

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Key Methods of Consultation

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COMMUNITY FORUMS

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Key Methods of Consultation

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• The curriculum should be representative of our diverse community and all the different groups present;

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• The curriculum should focus on individuals and their perspectives;

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• It should represent a variety of these perspectives – so to form a tapestry;

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• Individuals should be able share their identity, but we avoid labeling history or culture as a particular group;

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• Importance of achieving an improvement in the current situation for students and for families – this should be our focus;

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• It should be a broad curriculum that can then be used by schools, working with their community and families, as they would like to;

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• KESOs and GVAECG to be central to implementation of the resource in the schools;

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• The implementation of the resource MUST be supported by a professional development program in all schools – involvement of the community with this will be critical;

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PROTOCOLS

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Teachers develop trial resources

Community Forum provides feedback on trial resources

Phase 1: Planning and Protocols

Individual Consultation Sessions to gather initial ideas

Key themes of consultation presented for feedback to Community Forum

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This feedback used to formulate Curriculum plan and protocols

Plan and protocols approved by Community Forum

Phase 2: Curriculum Development

Phase 3: Professional Development Program (PDP) Development

Teachers develop comprehensive curriculum and website

Community Forum provides feedback on curriculum and website

Ongoing...

Phase 4: Sustainability….

Community identifies PDP for teachers as essential to implementations

A draft PDP is developed

Community Forum provides feedback on PDP program

PDP is finalised and implemented

The Outcomes

(so far)

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• That is representative of our diverse community;
• Where individual community members can share their identity;
• That captures the living, vibrant nature of our local history and culture AND where connecting to this community and its members is central to its use;
• That is broad so that individual schools can work with their families and immediate community on implementation; and
• That involves the training of ALL teachers in its use.

A Curriculum that is...

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• Led in each school (or cluster) by a Project Champion
• We train the Project Champions and the KESOs provide ongoing support
• A Professional Development Program was designed that all schools must implement to be able to use the curriculum
• 3 sessions to be able to commence use of the curriculum
• The Importance of Indigenous Education (community guest speakers)
• Understanding the Community (led by the KESO)
• A Tour of a Key Local Site
• 1 session introducing the Curriculum to staff (covering the website, protocols etc)
• Ongoing support for use of the Curriculum
• Extensive support materials provided

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Professional Development Program for Schools

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• Marrung Aboriginal Education Plan 2016-2026
• Kaiela Dhungala First Peoples Curriculum is consistent with Victoria’s key Aboriginal Education Plan
• It achieves its vision of celebrating Victoria’s First Peoples rich and thriving cultures and knowledges
• It also contributes to the Marrung action – developing curriculum resources in partnership with the local Koorie community, – and we’ve received funding through the Marrung plan to support its further implementation.
• Victorian Curriculum
• Kaiela Dhungala also helps to support the Victorian Curriculum – where learning about Aboriginal histories and cultures is a cross curriculum priority. It also helps to create an awareness of Aboriginal languages.

Policy Framework

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Next steps

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• Consultation and planning with the community around ‘sustainability’
• Further community partnerships around curriculum work
• Further curriculum development
• Ensuring ongoing use in schools

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