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Relationship, Responsibility,
      Respect, Rigour
               Worawa Way
 We wish to advise that this presentation contains images of Aboriginal
              people who have entered the Dreamtime
We believe




“Aboriginal children must be educated in the way of our people. They must learn their
 history, about their great ancestors, the language and the law. It’s time for them to
 know and understand themselves. They must also be educated in the ways of the
 society in which they live, in the very best of what it has to offer, so they can truly be
 part, not only of Australia’s past, but also its present and future.”
                                           Pastor Sir Douglas Nicholls
“in this, the first Aboriginal school in Victoria, the
educational curriculum has been specially
designed to suit Aboriginal students to bring them
to their full potential …Formal studies at
secondary level will include English, Mathematics,
Science, Current Affairs, History, Geography,
Languages, Domestic Science, Business
Management, Art/Craft, Music and Physical
Education…Aboriginal culture will be imparted
not only as a school subject in each class’s
timetable but as an integral part of everyday life
at the school…” Hyllus Maris at the opening of Worawa 1983
Worawa School Poem
I am a child of the Dreamtime People -
  part of this land like the gnarled gum tree
   I am the river softly singing
    chanting our songs on the way to the sea
     My spirit is the dust devils
       mirages that dance on the plains
        I’m the snow, the wind and the falling rain
         I’m part of the rocks and the red desert earth -
          red as the blood that flows in my veins
           I am eagle, crow and snake that glides
            through the rain forests that cling to the mountainside
             I awakened here when the earth was new…
              there was emu, wombat, kangaroo
               no other man of ‘differen’ hue!
               I am this land and this land is me
                I am Australia.
                                             Hyllus Maris
                                             (1934-1986)
Worawa is located on Culturally significant land, the site of
Coranderrk Aboriginal Station. The College caters exclusively for
up to 65 young Aboriginal women in the middle years of
schooling, Years 7 – 10. It provides a quality education and
boarding experience for Aboriginal young women and girls from
suburban and regional Victoria and regional and remote
communities interstate.
Worawa provides a holistic program that develops the
intellectual, social, physical, emotional and cultural wellbeing of
each student through a combination of mainstream education
and Aboriginal Pedagogy – ways of Being, Knowing and Doing.
WORAWA ABORIGINAL COLLEGE
                                        Caring for Country


                                                     LITERACY
             CREATIVE ARTS
                                                            English
                                                   Learning Centre
                                                                                                           Success
             Traditional and Contemporary                                                NUMERACY           for All
              Learning Centre                                                                    Maths      Individual
                                                                                        Learning Centre     Assessment

                                            Aboriginal Culture                                              Individual
  Vision                                Spirituality, ceremony,                                           Learner Profiles
                                         art, dance, law, land,
                                    people, history, values, music,                                        Digital Folios
  Policy                               language, environment ,                                            Personalised
                                             story, ‘country’.                                            Learning Plans
Procedures                                                                           SCIENCE
                  WELLBEING                                                                                 Contracts
                  SPORT, PE, HEALTH,                                               ENVIRONMENT              for Learning
                Learning Centre                                                       Learning Centre
                                                                                                          Commitment to
                                                                                                          -Participation in
                                                                                                             -Culture
                                      Copyright, 2008 Pam Russell & W orawa Aboriginal College             -Community

                                 Respect, Relationship, Responsibility, Rigour
Learning Centres
Worawa curriculum studies have been
organised into ‘learning centres’ delivering
tuition and personalised tutoring, taking into
account the needs of students based on results
of their literacy, numeracy, health and wellbeing
assessments.
Our land gives us 136 acres to teach on.
Learning on Our Land
• Education for each Learning Centre is well supported
  using our land:
• Aboriginal Astronomy camps
• Water Science Classes testing our dams
• Our Dreaming Trail - Reconstructed Aboriginal
  archaeological sites used to teach students to
  identify, record and interpret sites
• Traditional cooking on our clay hearth
Student Health & Wellbeing
On entry, Students have a thorough health and fitness.
From this information a personal health and fitness regime
is designed for each student which is linked to the College’s
Healthy Eating Plan. All students are involved in circuit
training, sport, Zumba, swimming and an Outdoor
Education program.
•Sound technology
•School Nurse
•Wellbeing Worker
•Weekly GP Clinic
•Dental services
•Optometry services
Community Engagement and Alliances
Relationships with students' home communities are valued and
are critical to students' wellbeing and learning and the College
emphasises building relationships with students home
  
communities. Strategies include visits to and from communities,
community art exhibitions with visiting artists, involvement of
parents/families in school special events and in some learning
areas, and communication through IT such as Skype.
Professional Development
Worawa has an emphasis on professional
development for all staff and allocates a number
of days for professional activities each term. All
staff has participated in the professional
learning activities organised by the College. In
addition to in-house professional learning
activities, staff is released for professional
development activities provided through
affiliate organisations.
Whole School Approach
• Restorative Practice – a whole school
  approach to conflict management.
• Positive psychology
• Yarning Up on Trauma: A holistic approach to
  understand trauma that includes historical
  /cultural trauma.
• Trauma First Aid
Professional Development
Pre-Service Teachers
• Worawa regularly supports the training of pre-
  service teachers providing the opportunities to
  develop academic expertise while gaining cultural
  competence and skills in student health and
  wellbeing, before going to work in Communities.
• Pre-service teachers are welcomed into all aspects of
  teaching life at Worawa including all professional
  development, excursions and school camps.
Staff Support
• Appreciative Inquiry Model - valuing &
  affirming people’s contributions, whilst
  also leading the shared inquiry into the
  area of possibilities and potential.
• Strong professional Development Program
• Worawa Academic Reference Group
• National Partnerships Program
• Peer Support
Worawa Academic Reference Group
               (WARG)
•   Members of the WARG consist of highly respected Academics from seven
    Victorian Universities, who are specialists in the subject areas taught in
    the Learning Centres at Worawa.
•   We acknowledge two members of WARG here at this conference today,
    Mark Rose and Gary Thomas
•   The WARG curriculum is theme based for each term and offers teachers a
    range of references and support materials that are culturally appropriate
    for our students.
•   The four year curriculum prepared by the WARG team, is designed to
    accommodate students who orbit in and out of the academic program at
    Worawa, specifically those who may have to return home for cultural
    events such as Sorry Business etc.
•   This facility means students are able to pick up from where they left off as
    they rejoin the academic progam.
A Teachers View
• The “Worawa Way” model offers teachers a
  specialist method of approach in dealing with
  Aboriginal student learning
• The Worawa Way was created in response to
  the needs of the Aboriginal Community to
  educate our children. Over the last 30 years
  this ethos has been continually refined to
  become an integrated model of Education,
  Wellbeing and Culture
Holistic Education
Aboriginal Values
• Respect; every teacher can expect mutual respect
  and support from their colleagues, as well as
  collaborative approaches in the planning and
  implementation of the curriculum
• Responsibility; teachers are responsible for their
  student learning, to the families & communities and
  their College
Relationships
• As a boarding school the College becomes the
  girls “family” during the term.
• We offer them a safe, supportive and
  nurturing environment where the students –
  teacher relationship is productive and
  essential for their learning
A Second Family
Rigour
• Regular meetings with members of the WARG
  reference group offer teachers guidance with
  professional Academics in each of the
  College’s Learning Centres
• This shared responsibility for academic
  curriculum and student learning ensures that
  rigorous education standards are expected
  and maintained for all students
Teaching Two Worlds
     Exploring Mainstream
Valuing Aboriginal Culture
       Through the Creative Arts
Why Worawa?
• Worawa offers a unique opportunity for a pre-
  service teacher to gain varied experiences working
  with Aboriginal students, at one school.
• Worawa helps to prepare resilient pre-service
  teachers with a spectrum of skills and knowledge of
  multiple Aboriginal Cultures
• Worawa provides unique teaching models and
  experience in dealing with Aboriginal Specific
  student needs.
The Joys of Teaching

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Recruiting and supporting teachers in the non-goverment sector

  • 1. Relationship, Responsibility, Respect, Rigour Worawa Way We wish to advise that this presentation contains images of Aboriginal people who have entered the Dreamtime
  • 2. We believe “Aboriginal children must be educated in the way of our people. They must learn their history, about their great ancestors, the language and the law. It’s time for them to know and understand themselves. They must also be educated in the ways of the society in which they live, in the very best of what it has to offer, so they can truly be part, not only of Australia’s past, but also its present and future.” Pastor Sir Douglas Nicholls
  • 3. “in this, the first Aboriginal school in Victoria, the educational curriculum has been specially designed to suit Aboriginal students to bring them to their full potential …Formal studies at secondary level will include English, Mathematics, Science, Current Affairs, History, Geography, Languages, Domestic Science, Business Management, Art/Craft, Music and Physical Education…Aboriginal culture will be imparted not only as a school subject in each class’s timetable but as an integral part of everyday life at the school…” Hyllus Maris at the opening of Worawa 1983
  • 4. Worawa School Poem I am a child of the Dreamtime People - part of this land like the gnarled gum tree I am the river softly singing chanting our songs on the way to the sea My spirit is the dust devils mirages that dance on the plains I’m the snow, the wind and the falling rain I’m part of the rocks and the red desert earth - red as the blood that flows in my veins I am eagle, crow and snake that glides through the rain forests that cling to the mountainside I awakened here when the earth was new… there was emu, wombat, kangaroo no other man of ‘differen’ hue! I am this land and this land is me I am Australia. Hyllus Maris (1934-1986)
  • 5.
  • 6. Worawa is located on Culturally significant land, the site of Coranderrk Aboriginal Station. The College caters exclusively for up to 65 young Aboriginal women in the middle years of schooling, Years 7 – 10. It provides a quality education and boarding experience for Aboriginal young women and girls from suburban and regional Victoria and regional and remote communities interstate. Worawa provides a holistic program that develops the intellectual, social, physical, emotional and cultural wellbeing of each student through a combination of mainstream education and Aboriginal Pedagogy – ways of Being, Knowing and Doing.
  • 7.
  • 8. WORAWA ABORIGINAL COLLEGE Caring for Country LITERACY CREATIVE ARTS English Learning Centre Success Traditional and Contemporary NUMERACY for All Learning Centre Maths Individual Learning Centre Assessment Aboriginal Culture Individual Vision Spirituality, ceremony, Learner Profiles art, dance, law, land, people, history, values, music, Digital Folios Policy language, environment , Personalised story, ‘country’. Learning Plans Procedures SCIENCE WELLBEING Contracts SPORT, PE, HEALTH, ENVIRONMENT for Learning Learning Centre Learning Centre Commitment to -Participation in -Culture Copyright, 2008 Pam Russell & W orawa Aboriginal College -Community Respect, Relationship, Responsibility, Rigour
  • 9. Learning Centres Worawa curriculum studies have been organised into ‘learning centres’ delivering tuition and personalised tutoring, taking into account the needs of students based on results of their literacy, numeracy, health and wellbeing assessments.
  • 10. Our land gives us 136 acres to teach on.
  • 11. Learning on Our Land • Education for each Learning Centre is well supported using our land: • Aboriginal Astronomy camps • Water Science Classes testing our dams • Our Dreaming Trail - Reconstructed Aboriginal archaeological sites used to teach students to identify, record and interpret sites • Traditional cooking on our clay hearth
  • 12.
  • 13. Student Health & Wellbeing On entry, Students have a thorough health and fitness. From this information a personal health and fitness regime is designed for each student which is linked to the College’s Healthy Eating Plan. All students are involved in circuit training, sport, Zumba, swimming and an Outdoor Education program. •Sound technology •School Nurse •Wellbeing Worker •Weekly GP Clinic •Dental services •Optometry services
  • 14.
  • 15. Community Engagement and Alliances Relationships with students' home communities are valued and are critical to students' wellbeing and learning and the College emphasises building relationships with students home   communities. Strategies include visits to and from communities, community art exhibitions with visiting artists, involvement of parents/families in school special events and in some learning areas, and communication through IT such as Skype.
  • 16. Professional Development Worawa has an emphasis on professional development for all staff and allocates a number of days for professional activities each term. All staff has participated in the professional learning activities organised by the College. In addition to in-house professional learning activities, staff is released for professional development activities provided through affiliate organisations.
  • 17. Whole School Approach • Restorative Practice – a whole school approach to conflict management. • Positive psychology • Yarning Up on Trauma: A holistic approach to understand trauma that includes historical /cultural trauma. • Trauma First Aid
  • 19. Pre-Service Teachers • Worawa regularly supports the training of pre- service teachers providing the opportunities to develop academic expertise while gaining cultural competence and skills in student health and wellbeing, before going to work in Communities. • Pre-service teachers are welcomed into all aspects of teaching life at Worawa including all professional development, excursions and school camps.
  • 20. Staff Support • Appreciative Inquiry Model - valuing & affirming people’s contributions, whilst also leading the shared inquiry into the area of possibilities and potential. • Strong professional Development Program • Worawa Academic Reference Group • National Partnerships Program • Peer Support
  • 21. Worawa Academic Reference Group (WARG) • Members of the WARG consist of highly respected Academics from seven Victorian Universities, who are specialists in the subject areas taught in the Learning Centres at Worawa. • We acknowledge two members of WARG here at this conference today, Mark Rose and Gary Thomas • The WARG curriculum is theme based for each term and offers teachers a range of references and support materials that are culturally appropriate for our students. • The four year curriculum prepared by the WARG team, is designed to accommodate students who orbit in and out of the academic program at Worawa, specifically those who may have to return home for cultural events such as Sorry Business etc. • This facility means students are able to pick up from where they left off as they rejoin the academic progam.
  • 22. A Teachers View • The “Worawa Way” model offers teachers a specialist method of approach in dealing with Aboriginal student learning • The Worawa Way was created in response to the needs of the Aboriginal Community to educate our children. Over the last 30 years this ethos has been continually refined to become an integrated model of Education, Wellbeing and Culture
  • 24. Aboriginal Values • Respect; every teacher can expect mutual respect and support from their colleagues, as well as collaborative approaches in the planning and implementation of the curriculum • Responsibility; teachers are responsible for their student learning, to the families & communities and their College
  • 25. Relationships • As a boarding school the College becomes the girls “family” during the term. • We offer them a safe, supportive and nurturing environment where the students – teacher relationship is productive and essential for their learning
  • 27. Rigour • Regular meetings with members of the WARG reference group offer teachers guidance with professional Academics in each of the College’s Learning Centres • This shared responsibility for academic curriculum and student learning ensures that rigorous education standards are expected and maintained for all students
  • 28. Teaching Two Worlds Exploring Mainstream
  • 29. Valuing Aboriginal Culture Through the Creative Arts
  • 30. Why Worawa? • Worawa offers a unique opportunity for a pre- service teacher to gain varied experiences working with Aboriginal students, at one school. • Worawa helps to prepare resilient pre-service teachers with a spectrum of skills and knowledge of multiple Aboriginal Cultures • Worawa provides unique teaching models and experience in dealing with Aboriginal Specific student needs.
  • 31. The Joys of Teaching