competency and safety presentation so that it is relevant to their context. approaches For schools without a KESO, please contact Katrina Penfold, who will be able to provide support (details in Appendix B). Session 3: A Tour of a Key Local Site (Optional) NOTE: If you are putting aside a half or full day on the first day of term you may like to do this Session earlier then Sessions 1 and 2. Determine which local site you are able to visit (and when) For teachers to gain an insight Champion-led reflections before and and arrange through the contact details contained in into a key piece of local after the visit Appendix B. history/culture A visit to a local site. The following are For teachers to have a greater recommended as options: The Flats and Rumbalara Aboriginal Cooperative – understanding of the The Flats Uncle Leon Saunders significance of this Rumbalara Aboriginal history/culture, and Cooperative, Mooroopna Bangerang Cultural Centre – Clinton Edwards accordingly a strong sense of Bangerang Cultural Centre Barmah Forest and Cummeragunja Mission – Hilda the importance of this resource Barmah Forest Stewart and Greta Morgan Cummeragunja Mission ASHE Cultural Activities – Leonie Dwyer ASHE’s Daya Program – while this is a traditional games program that can be used for students, it can also be used as a cultural experience for staff If you cannot set aside the time for a visit to a site as a whole staff, the following alternatives should be pursued: Showing staff excerpts of the documentary The Flats Promoting to staff the after-school excursions to these sites that will be run during Term 1, 2017 Ensuring as many staff as possible
competency and safety approaches presentation so that it is relevant to their context. For schools without a KESO, please contact Katrina Penfold, who will be able to provide support (details in Appendix B). Session 3: A Tour of a Key Local Site (Optional) NOTE: If you are putting aside a half or full day on the first day of term you may like to do this Session earlier then Sessions 1 and 2. For teachers to gain an insight into a key piece of local history/culture For teachers to have a greater understanding of the significance of this history/culture, and accordingly a strong sense of the importance of this resource Champion-led reflections before and after the visit A visit to a local site. The following are recommended as options: The Flats Rumbalara Aboriginal Cooperative, Mooroopna Bangerang Cultural Centre Barmah Forest Cummeragunja Mission ASHE’s Daya Program – while this is a traditional games program that can be used for students, it can also be used as a cultural experience for staff If you cannot set aside the time for a visit to a site as a whole staff, the following alternatives should be pursued: Showing staff excerpts of the documentary The Flats Promoting to staff the after-school excursions to these sites that will be run during Term 1, 2017 Ensuring as many staff as possible Determine which local site you are able to visit (and when) and arrange through the contact details contained in Appendix B. The Flats and Rumbalara Aboriginal Cooperative – Uncle Leon Saunders Bangerang Cultural Centre – Clinton Edwards Barmah Forest and Cummeragunja Mission – Hilda Stewart and Greta Morgan ASHE Cultural Activities – Leonie Dwyer