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Your Story Our Journey

The Your story Our Journey professional learning resource is an opportunity to connect your learning story to the collective OUR story to ensure the educational success of Aboriginal and Torres Strait Islander students in our schools. This experiential, interactive website has been developed to support all those working to improve the educational success of Aboriginal and Torres Strait Islander students in schools, Australia’s First Nations peoples

https://www.aitsl.edu.au/tools-resources/resource/your-story-our-journey

Promoting reconciliation

The teacher demonstrates his understanding of Indigenous history and the importance of reconciliation in the school and community. His knowledge of reconciliation was developed as a community member, his own schooling and in university. He builds a strong rapport with students and uses Aboriginal Education Workers to strengthen links with the community. The teacher shows respect by encouraging Aboriginal students to share knowledge of their culture in the subjects he teaches

https://www.aitsl.edu.au/tools-resources/resource/promoting-reconciliation-illustration-of-practice

Who can help me with classroom management in a remote community setting?

In a remote community context, local Aboriginal and Torres Strait Islander educators know, to a particular child’s behaviour, attention, or motivation. Students, families, and local Aboriginal, , so often it is the Aboriginal and Torres Strait Islander educators who are the long-term employees, Aboriginal and Torres Strait Islander educators to build trust and rapport with students and develop, to adapt these as your relationships and understandings develop. Consider that local Aboriginal

https://www.aitsl.edu.au/tools-resources/resource/who-can-help-me-with-classroom-management-in-a-remote-community-school

Reconciliation Australia's Narragunnawali Program

Designed to support all schools and early learning services in Australia to develop environments that foster a high level of knowledge and pride in Aboriginal and Torres Strait Islander histories, cultures and contributions. Narragunnawali requires users to log in to access resources, there is an option to sign up to live workshops at an additional cost

https://www.aitsl.edu.au/tools-resources/resource/reconciliation-australia's-narragunnawali-program

Afterschool club

The school is located on the Innawonga and East Guruma Lands in the mining town of Tom Price, around 1600km from Perth. Twenty per cent of the school’s 330 students are Aboriginal and the school has a transient and diverse student population due to the town’s mining industry. Through the Afterschool Club, the teacher has established productive and positive relationships with students that allow for ongoing support through their school day

https://www.aitsl.edu.au/tools-resources/resource/afterschool-club-illustration-of-practice

Teaching an Indigenous language

Mossman State School is a government primary school located on the land of the Kuku Yalanji people in Far North Queensland, about an hour north of Cairns. The school has around 230 enrolled students and has a strong focus on working with parents, carers and the community. In 2019 the school received a Queensland Department of Education Showcase Award for excellence in Aboriginal and Torres Strait Islander education

https://www.aitsl.edu.au/tools-resources/resource/teaching-an-indigenous-language

Real-life business

Thursday Island Secondary Campus in the Torres Strait is part of Tagai State College. The Secondary Campus has a student enrolment of about 368 students with the majority being of Torres Strait Islander and/or Aboriginal descent. The Campus offers courses of study from years 8–12. Students transition to the Campus from 16 outer and inner island schools and approximately 70 students board at two residential colleges on Thursday Island

https://www.aitsl.edu.au/tools-resources/resource/real-life-business-illustration-of-practice

Creating routines

The school is located on the Innawonga and East Guruma Lands in the mining town of Tom Price, around 1600km from Perth. Twenty per cent of the school’s 330 students are Aboriginal and the school has a diverse student population due to the town’s mining industry. The teacher has worked at the school during the last four years. At the beginning of each year, she works with other teachers to establish planned, predictable routines that will be implemented within teaching programs across the school

https://www.aitsl.edu.au/tools-resources/resource/creating-routines-illustration-of-practice

Who will I be working with in a remote community setting?

, Aboriginal and Torres Strait Islander educators and other classroom support staff, as well as with community members. Many remote community settings employ local Aboriginal and Torres Strait, numbers of Aboriginal and Torres Strait Islander students. Working in teams helps to build strong, effective learning outcomes for students. Local Aboriginal and Torres Strait Islander educators provide, Principal, NT). Teacher Professional standards (Graduate) 2.4 Understand and respect Aboriginal and Torres

https://www.aitsl.edu.au/tools-resources/resource/who-will-i-be-working-with-in-a-remote-community-school

Responding to challenging behaviours

Hedland Senior High School is situated in South Hedland, approximately 1700kms from Perth, and has a population of almost 700 students. The school population fluctuates due the transient nature of work in the mining industry. The town's population is comprised of 58 nationalities, which is reflected in the school population. The district is a traditional centre for Aboriginal and Torres Strait Islander persons who represent about 37 per cent of the school population. There are 52 teaching staff

https://www.aitsl.edu.au/tools-resources/resource/responding-to-challenging-behaviours-illustration-of-practice
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