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The teaching principal explains how he recognises and values the cultural traditions of the students and families in this remote community. He describes how he builds collaborative relationships with families and Aboriginal Education Workers (AEWs), so that local culture, history, language and knowledge of country can be incorporated into the everyday curriculum. AEWs work closely with students, supporting cultural learning as well as literacy and numeracy learning. The Deputy Director of the State Independent School sector affirms the professional growth of the young principal and the power of his skilled, poised liaison with the community.
Purnululu Aboriginal Community Independent School was established in 1991 to provide an educational service for the traditional owners of Purnululu National Park and adjacent lands. In this very remote setting, teachers live within the community established by the Aboriginal traditional owners of the land. Teachers, including the teaching principal, interact with families and the wider community on a daily basis, enabling conversations that set mutually agreed priorities for students’ learning, as well as more formal advice received by the School’s Board. To enable cultural learning, the teaching principal is empowering AEWs and members of the School’s Board to lead planning and review within the school and to participate fully in achieving the common vision.
  • What are the characteristics of successful involvement of, and liaison with, a local community?
  • How can teachers draw upon and support local culture, history and language/s in a teaching and learning program?
  • What are the ways in which you could support and develop other teachers' intercultural awareness?
1 supporting file(s)

in this resource pack


Offline package - Respecting local culture, history and language