Protocols for communicating • and collaborating with Indigenous people established Indigenous community • events acknowledged and actively supported Local Indigenous people • available to support curriculum delivery are known and registered in school contact list, and relationships established with them for that purpose Indigenous students involved • in curriculum planning, delivery and evaluation Curriculum and Aboriginal Curriculum units of work are pedagogy and Torres culturally appropriate and Strait connected to the local area Islander and histories where possible perspectives All learning styles and • barely backgrounds are attended to in considered curriculum delivery and in pedagogy and in assessment curriculum, opportunities except in Successes shared with • an community ‘exotic’ sense Aboriginal and Torres Strait • (e.g. Islander knowledges and NAIDOC perspectives are explicit in Week delivered curriculum events) Written, verbal and visual • resources are critiqued to ensure distortions and stereotypes are not presented Local Indigenous stories and • oral traditions are celebrated Home language of • Indigenous students valued and not seen as English’ ‘poor if a creole
• Protocols for communicating and collaborating with Indigenous people established • Indigenous community events acknowledged and actively supported • Local Indigenous people available to support curriculum delivery are known and registered in school contact list, and relationships established with them for that purpose • Indigenous students involved in curriculum planning, delivery and evaluation Curriculum and pedagogy Aboriginal and Torres Strait Islander perspectives barely considered in curriculum, except in an ‘exotic’ sense (e.g. NAIDOC Week events) Curriculum units of work are culturally appropriate and connected to the local area and histories where possible • All learning styles and backgrounds are attended to in curriculum delivery and pedagogy and in assessment opportunities • Successes shared with community • Aboriginal and Torres Strait Islander knowledges and perspectives are explicit in delivered curriculum • Written, verbal and visual resources are critiqued to ensure distortions and stereotypes are not presented • Local Indigenous stories and oral traditions are celebrated • Home language of Indigenous students valued and not seen as ‘poor English’ if a creole
implementation-checklist-targets.docx