Unchartered Territory- Navigating the Australian Curriculum: Day Two

Keynote 1

My knowledge. Your knowledge.

Towards an intercultural understanding

This presentation will discuss issues surrounding the power of knowledge. Given

that western education is a powerful tool towards progress in our society, what place

is there for the knowledge of the First Nations people of Australia. Is it possible to

have a conversation between two ways of knowing and in what kind of environment

can they operate together within a curriculum? What vision can be constructed

whereby First Peoples knowledge and Western knowledge might speak together?

How do we acknowledge what Australia is?
What is acknowledgement?
Two ways of knowing two ways of being in this world
We need to build the epistemological bridge - but this requires your head and heart

What do we know?
300 languages in past years in one particular region now there is 3

We acknowledge LOSS
Languages that are dying out!!!

Todays political Map does not reflect the Indigenous Political Map - based on traditions, kinship and history. Relations with non-human are as critical as those with humans. This is identity- DO WE ACKNOWLEDGE that???
What if we held both cultures in balance?
We cal it the OUTBACK - Why not the INFRONT ????

Brilliant presentation well worth a listen!!!

Great Animations on Aboriginal Dreaming

View the story of the Groper Click on image

Go to
http://www.infotech.monash.edu.au/research/projects/independent/countrylines-archive/animations/

Workshop 1 10.15-11.15

Dr Mark J Askew, Catholic Schools Office, Diocese of Broken Bay, NSW

The Broken Bay Catholic school system is currently implementing the Australian

Curriculum through NSW Board of Studies syllabus documents, in the context of

the diocesan Catholic worldview statement. The system includes nearly 50 schools

located across a wide range of socio-economic communities, from the north shore

of Sydney almost to Newcastle, serving around 20,000 students. Wyong Shire is the

fastest growing Indigenous community in Australia, and increasing numbers of

students identify as Indigenous people.

Signifi cant work has been undertaken to meet the challenges of embedding an

understanding of Aboriginal and Torres Strait Islander histories and cultures for

all, together with maximising the learning outcomes for the Indigenous students. A

sense of reverence for creation and the environment, signifi cant in the school

system’s worldview, also impacts on the implementation of a sustainability

perspective. While some schools have engaged creatively with the Asian perspective,

this remains challenging for the school system.

The focus of the paper is not on implementing the cross-curriculum priorities in a

generalised sense, but on an approach in the context of a particular school system,

in a particular culture, and at a particular time. However, it may serve as a helpful

comparison or model for other contexts.

Support for secondary curriculum website created by Broken Bay Diocese

dbbaustraliancurriculumsupport.weebly.com.index.html

password protected - password is

Challenges and possibilities of the new Australian curriculum

- Focus on disciplines -so teachers need to know content

-Possibilities of the on-line resources

- Risk of continuing as usual (not embracing this as a new opportunity)

-Implementing the Australian curriculum as a Catholic System within a world view context.

https://docs.google.com/a/dow.catholic.edu.au/file/d/0Bx7wVLbtW_2zeWZCM1d3VFp2TWs/edit?usp=sharing

Marks Presentation click on link below

Keynote 2

11.45-1.15

Dr Phil Lambert

Cross-curriculum priorities: Policy and practice

This presentation will outline how the construction of the Australian Curriculum enables educators to explore various approaches to teaching and student learning

through the three cross-curriculum priorities. It will draw on examples of the breadth and depth of the relevant content as well as where opportunities exist for a greater focus on any one or all of the priorities. The presentation will also include examples

where schools are utilising the dynamic nature of the Australian Curriculum to support individualised learning.

Panel Presentation

Panel # 1 Nam-Ha Quach

Growing our own

In this session we will present a short video showcasing the school-based projects
we have implemented that are focused on incorporating sustainability perspectives
into our curriculum. We will highlight ways the design and use of school spaces
have been used to create opportunities for meaningful and experiential learning
about sustainability. We will also briefl y examine the ways these perspectives have
been integrated into curriculum at both primary and secondary levels, and the way
students are sharing and documenting their learning.

Assessment Self-reflection Peer - Product Evaluation

Panel # 3 Kalindi Brennan

Building connections to local waterways

and environments through Indigenous knowledge

Silkwood is a small, independent, co-educational primary and high school. The site

has been carefully planned to blend our natural bush surroundings and two creeks,

with specially designed sustainable learning centres.

At Silkwood School we have explored the notion that in order to protect and sustain

the environment, people have to connect with it in physical and emotional ways,

through direct experience. The respect and intuition our traditional owners have

for the land and the interconnectedness of all elements, is an inspiration for us.

There’s much to learn from spending time in native environments, using powers

of observation and connection to become aware, note changes and take positive

action. By getting in touch with our local Indigenous communities we hope to

inspire young people build deeper connections to themselves, others and their local

environments in meaningful and authentic ways.

At Silkwood, kids teach kids how to connect with their living culture.

http://www.silkwood.qld.edu.au

Session 2 Waterfront 1 Level 2 3.30-4.30

Ann Wuth and Katrina Wootton, Holy Spirit School, Townsville, QLD

Establishing digital personalised learning plans (PLPs) for Aboriginal and Torres

Strait Islander Students assisted in implementing this Australian Curriculum crosscurricular

priority and enhanced learning for all our students.

Holy Spirit School in Townsville was eager to implement the cross-curricular priority

of Aboriginal and Torres Strait Islander histories and cultures. We were also required

to develop PLPs for all of our Aboriginal and Torres Strait Islander students. These

portfolios are a repository for information about each child: family, culture and

learning style. There is also an interactive blog component for the student and

family.

As families became involved in the process of developing digitalised portfolios for

their children, many were enthusiastic to assist us in embedding this cross-curricular

priority into our year level units. Elders from the Bindal and Wulgurukaba Peoples

helped us to develop a Bush Tucker Walk, and create murals around the school.

Students were able to draw on the expertise of the Elders to consider: Country and

Place; Culture and Peoples.

This workshop will provide templates for digitalised portfolios and P–7 units which

have Aboriginal and Torres Strait Islander histories and cultures.

These ladies were so generous. They gave a thumb drive to every participant with both their presentation and so many wonderful units of work that they have created. They have been working with the new curriculum for over a year they have done some great planning and also wonderful work with their PLP's.
One thing I loved is that the students each have a google site with all their PLP info on this, it also serves as a digital portfolio and can be accessed by the parents any time.