Aboriginal education in NSW public schools

Strategies to achieve outcomes for Aboriginal students P-12 and increase knowledge and understanding of Aboriginal histories and culture.

Key directions for Aboriginal education

Important information to support your school in planning to meet the identified needs of Aboriginal students.

Walking Together, Working Together, the NSW Department of Education and NSW Aboriginal Education Consultative Group Inc. Partnership Agreement 2020 – 2030

The Partnership Agreement is based on a genuine and practical approach to working together to improve outcomes for Aboriginal learners by ensuring that they have access to an education and training system that values their cultural heritage and identity and supports their learning and career development through quality teaching practices, relevant policies and strategies and inclusive curriculum and training programs.

The outcomes are:

  1. The educational outcomes for Aboriginal children and young people will be as good as or better than those of the general student population of NSW.
  2. On completion of school, Aboriginal young people will confidently express and demonstrate their knowledge of the cultures of their own Peoples as well as their achievement of western education.

 

Download the Partnership Agreement

Visit the Aboriginal Education Consultative Group website

Find my local AECG office location and contact representative

The Professional Knowledge domain of the Australian Professional Standards for Teachers relate directly to Aboriginal students and Aboriginal people.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
Graduate Proficient Highly Accomplished Lead
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students. Provide advice and support colleagues in the implementation of effective teaching strategies for Aboriginal and Torres Strait Islander students using knowledge of and support from community representatives. Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers.
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Graduate Proficient Highly Accomplished Lead
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. Support colleagues with providing opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

© AITSL 2014, (http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list)

For further information on the Australian Professional Standards for Teachers visit the Australian Institute for Teaching and School Leadership website.

English as an Additional Language/Dialect

The Capability Framework: Teaching Aboriginal and Torres Strait Islander EAL/D learners is a cross-jurisdictional initiative between the;

  • NSW Department of Education
  • Northern Territory Government
  • The Department of Education (Western Australia) and the Queensland Government

It was developed to increase the capacity of teachers in rural, remote and metropolitan areas to better meet the needs of Aboriginal and Torres Strait Islander EAL/D learners. The Framework is aligned with the Australian Professional Standards for Teachers and can be used by teachers and school leaders to;

  • Inform practice, self-assess their capabilities and to inform professional learning goals
  • to determine staff professional learning needs in the area of teaching Aboriginal EAL/D learners
  • support teachers in the accreditation process through the PDP process

It is highly recommended that teachers familiarise themselves with The Capability Framework.


Supporting Aboriginal and Torres Strait Islander Students

All schools are required to incorporate excellence and improvement measures for all Aboriginal students in the schools Strategic Improvement Plan (SIP) and detail the steps you will take to improve learning outcomes.

For further information on excellence for all Aboriginal students visit School Excellence in Action.


Aboriginal educational contexts: Aboriginal English

Deadly Dialects builds the capacity of P-2 staff in the quality teaching and learning of Aboriginal learners in areas of additional language and literacy.

For further information on Aboriginal English visit Deadly Dialects professional learning.


Developing a Reconciliation Action Plan (RAP)

A Reconciliation Action Plan (RAP) is a formal statement of commitment to reconciliation. A school of early learning centre can develop a RAP using the Narragunnawali platform.

For more information on developing a Reconciliation Action Plan (RAP) for your school, visit the Reconciliation Action Plan page.


Instructional Leaders (Primary)

This initiative developed in 2020 aims to improve Aboriginal student outcomes, attendance with a focus on wellbeing. The program will build teacher capacity to engage Aboriginal students in learning while enhancing connections to the local community.

It is a key responsibility of this role to provide staff with focused and tailored professional learning along with strengthening school leadership and the cultural safety of the school.

There are currently seven instructional leaders – Aboriginal Education (Primary): Armidale City Public School, Bombaderry Public School, Braddock Public School, Casino Public School, Glebe Public School, Mount Austin Public School, William Bayldon Public School.


Aboriginal Learning and Engagement Centres

The Aboriginal Learning and Engagement Centre (AL&EC) initiative was implemented in 2020 to support the Premier’s Priority of increasing the proportion of Aboriginal students attaining their HSC by 50 per cent by 2023 whilst maintaining cultural identity.

Through the provision of wellbeing, academic and cultural support the AL&ECs aim to enhance outcomes for secondary Aboriginal students, with a focus to improve student engagement, attendance, retention, HSC attainment and support for students at key transition points to progress.

Statewide Staffroom

Join our curriculum specialists in a Statewide Staffroom set up in Microsoft Teams for expert advice, resources and professional learning.

The Aboriginal Education Statewide Staffroom is available to all school and corporate staff supporting Aboriginal students.

Advice and additional resources are available within this community.

Your approval will be granted within 24 hours of requesting. You may need to login to your Microsoft account using your department email.


NSW AECG Inc. Programs

Science, Technology, Engineering and Mathematics (STEM) Youth Development Camp

The Aboriginal Outcomes and Partnerships Directorate, together with the NSW Aboriginal Education Consultative Group Incorporated (NSW AECG Inc.) and the Aboriginal and Torres Strait Islander Mathematics Alliance (ATSIMA) is committed to supporting and raising the academic achievement of Aboriginal students.

These camps inspire and motivate students to participate in STEM subjects, consider STEM as a future career or investigate the many diverse and interesting areas of science, technology, engineering and maths.

For more information on STEM including information on future camps, please visit the NSW AECG Inc. website for more information.

STEM camp STEM camp
Image: STEM camp.

Junior AECG membership

Junior AECG membership is open to all Aboriginal students in Year 6 to 12 enrolled in school.

Junior AECG membership provides opportunities for young Aboriginal students to develop leadership skills, communication skills, public speaking skills and provides a voice for young people to express their opinions and perspectives on issues relating to Aboriginal education.

To learn more about Junior AECG membership visit the NSW AECG Inc. website or phone 02 9550 5666.


Additional programs supported by AOPD

Clontarf Foundation

The Clontarf Foundation provide mentoring, wellbeing and support services to Aboriginal boys in NSW public schools. The Clontarf Foundation currently operate, in partnership with the department, across 48 NSW public school sites.

For more information on the Clontarf Foundation, please visit, https://clontarf.org.au/.


National Aboriginal Sporting Chance Academy

The National Aboriginal Sporting Chance Academy (NASCA) provide mentoring, wellbeing and support services to Aboriginal girls in NSW public schools. NASCA currently operate, in partnership with the department, across 10 NSW public school sites.

For more information on NASCA, please visit, https://nasca.org.au/.

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