What is the project about?

Project description and purpose
The project was designed to support teachers of Aboriginal Languages in planning for and teaching the new NSW Aboriginal Languages K-10 syllabus (2003).

Project outcomes
The following were identified as outcomes for the project:

- Teachers’ capacity to implement the NSW K-10 Aboriginal Languages syllabus is enhanced.
- Teachers’ relationships with Aboriginal communities and colleagues are deepened through authentic curriculum-focused collaboration.
- Teachers pedagogical repertoire using the CD-ROM Our Story Telling I.T. as an authentic tool to capture Aboriginal languages.
- Students are engaged in the learning of Aboriginal languages.

Professional learning activities
The participating schools formed school-based Literacy in Aboriginal Languages writing teams, comprising teachers and community members, to assess and evaluate their own learning needs in relation to the teaching of the Aboriginal Languages K-10 syllabus. Writing teams aimed to improve student learning outcomes in relation to the syllabus, by focusing on intellectual quality, including deep understanding of concepts, ideas and skills and higher order thinking.

Teachers discussed and collaborated with community groups to design a culturally-inclusive planning and programming framework in the form of teaching and learning units that reflect local Aboriginal cultural perspectives with specific reference to the Aboriginal Languages K-10 syllabus. To positively influence intellectual quality for all learners a framework was developed in the context of creating quality learning environments, where students and teachers shared high expectations and developed positive relationships.

The school-based writing teams met, discussed, exchanged and trialled new ideas, strategies and materials to support the development of strong, positive and supportive learning environments in which to embed intellectual quality. The writing teams engaged in professional development that led to the increased quality of learning experiences and the construction of quality learning environments.

Each school-based writing team developed, in consultation with representatives from the local Aboriginal community, materials that can be shared locally. The materials draw clear connections with students’ prior knowledge and identities, with contexts outside the classroom and with cultural perspectives.

Professional learning principles
The project was based on the integration of the following criteria for best practice in teacher professional learning, that is, it:

- was based on teacher and school needs
- had clearly defined goals and outcomes
- had practical relevance to teachers
- involved a balance between theory and practical application in the teachers’ schools
- considered regional network activities
- involved stakeholder partnerships
- provided a balance of curriculum and pedagogical issues
- promoted sustainable professional learning by providing a range of work-based, - integrated activities and avoided “one-off” events where possible.

Pedagogical achievements of the project
Staff development: The project team conducted intensive workshops to introduce staff to the Quality Teaching in NSW public Schools framework and associated research, and to develop understandings of its applicability for Aboriginal languages programs. An Aboriginal Languages Methodology Training package that has been developed as part of the project is now available for implementation through regions and schools.

Support for Quality Teacher strategy (including KLA specific support): to support the Quality Teaching strategy, a working party reviewed current resources to evaluate their suitability.

The working party designed a culturally inclusive planning and programming framework in the form of a proforma. It was developed to help schools to develop units of work for their Aboriginal languages programs. The proforma incorporates aspects of the Quality Teaching strategy and specific Aboriginal requirements for consultation.