The Aboriginal Engagement Team worked alongside Principal, Lee, to plan and deliver a professional learning session on the Aboriginal Cultural Standards Framework. Staff were guided through three components of the session; a revision of the ACSF, reflection of personal and team  performance against the ACSF, and strategies for improving  cultural responsiveness including the 8 Ways of Aboriginal Learning framework and a strengths-based pedagogy.  Staff had to work within their teams to discuss and reflect  upon where they currently sit across the cultural responsiveness continuum against the five domains. Goals for improvement were then agreed upon (these goals were later reviewed at the beginning of term 3).

When the AET analysed the ACSF Continuum, one of the themes that emerged was the need to better support teachers with embedding Aboriginal culture, histories and perspectives within curriculum content. In response to this identified need, the AET  developed a comprehensive “Aboriginal Education Resource List” which complied and categorised over 80 culturally responsive resources into one location.

Building on our focus on improving the attendance rates of our First Nations Students, during Semester Two, the AET re-visited this focus through the implementation of targeted, routine and data-informed approaches to monitoring the attendance of any student sitting below 80%. Such students were assigned to an AET staff member, who was responsible for daily attendance checks, communication with caregivers and the development of a protective-relationship to maximise their feelings if safety and belonging at Challis. A reward-incentive program was put in place for students sitting below 60%, whereby students had to attend 4/5 days in order to receive a different reward each Friday. This program proved to be highly effective where we saw an almost immediate increase in attendance which was sustained throughout the year. Engagement initiatives such as milo club continued to run daily, alongside whole-classroom and individualised attendance schemes. Every 5 weeks, attendance data was analysed and compared against previous and whole-year percentage averages so that the AET could focus its’ attention on “at-risk” students whilst celebrating the growth in attendance of students who had shown consistent increase. This feedback was appropriately shared with students, staff and families and adaptations to support was changed accordingly. Our AIEOs led daily attendance checks, followed up with phone calls to parents and communicated relevant information to teachers. The AET ensured that teachers, caregivers and the student themselves, were all consulted regarding attendance, with the intention of keeping lines of communication open and having a “whatever it takes” attitude to making sure students attend school daily and felt supported to do so.

About the Aboriginal Engagement Team:

The Aboriginal Engagement Team is made up of both Indigenous and non-Indigenous staff members, all of whom possess the same passion, goals and commitment to the Indigenous education agendas at Challis. The AET prides itself on its capacity to model respectful, harmonious relationships between Aboriginal and non-Aboriginal People, and in doing so, contributes to the spirit of reconciliation at Challis.

As always, the AET’s aim is to close the educational gap that exists, and in doing so, this year our AIEO’s were given greater time to support Aboriginal students inside of the classroom. This meant that Aboriginal students (and all students) were able to receive immediate support with their learning. This naturally promoted a heightened sense of self esteem, success and confidence in our First Nations students, which by extension proved to be beneficial to attendance rates and feelings of connection and belonging.

NAIDOC    

Every year, NAIDOC is a massive event within our school community which has a long-awaited lead up. Celebrating NAIDOC offers us the opportunity to engage both our Aboriginal and Non-Aboriginal Students, in a conversation regarding Aboriginal People, History, Culture and Perspectives. In doing so, our students are able to continue their cultural learning journey, whilst our First Nations students are offered a platform to shine and share their culture with their peers. In order for NAIDOC to have the biggest impact, a heavy focus is placed on ensuring that the attitudes, beliefs, learning and focus that is placed on Aboriginal and Torres Strait Islander Culture, during NAIDOC Week, is not just a once-off emphasis. Instead, at Challis we embody a year-round relentless drive to ensure our students are continually learning about these themes in an authentic, rich manner.