Aboriginal and Torres Strait Islander education plan

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1 Aboriginal and Torres Strait Islander education plan Begin your discovery at

2 The Plan Walk with Aboriginal and Torres Strait Islander people on the journey. Do not go ahead or linger behind we must be side by side. Saint John Paul II, Alice Springs, Purpose Diocese of Toowoomba Catholic school communities will grow in knowledge and appreciation of Aboriginal and Torres Strait Islander peoples, their cultures and their histories, as the school communities seek to assist all students, especially Aboriginal and Torres Strait Islander students, to achieve academic success and to know Jesus better. Foreword Your culture, which shows the lasting genius and dignity of your race, must not be allowed to disappear. Your songs, your stories, your paintings, your dances, your languages must never be lost. You have learned to survive whether on your own lands or scattered in the towns and cities. Though your difficulties are not yet over you must learn to draw on the endurance which your ancient ceremonies have taught you. Endurance brings with it patience; patience helps you find the way ahead, and gives you courage for your journey. Saint John Paul II, Alice Springs, It has been 31 years since Saint John Paul II spoke of the richness and pride of Aboriginal and Torres Strait Islander cultures whilst, at the same time, highlighting the injustices and challenges that Australia s first people face. Fortunately, the richness of culture remains through the adversity; but unfortunately, many of the challenges described in 1986 still remain. As we move more deeply into the 21st century we are confronted almost daily with stark evidence that very little has changed to address the obvious disadvantage which continues to plague the lives of many Indigenous people. The Closing the Gap report card presented by Prime Minister Malcolm Turnbull (February 2017) highlights the lack of progress in Indigenous health, life expectancy, education and incarceration. Faced with this situation it is a challenge to remain optimistic for the future. There is though one proven antidote to disadvantage in all its forms which provides hope and confidence against seemingly insurmountable odds: a world-class education. Toowoomba Catholic Schools (TCS) are determined that all students experience academic success and all students come to know and experience the loving presence of Jesus in their lives. This Plan helps us to bring these aspirations to life in very practical ways which impact on the educational opportunities for all students and particularly the 500 Indigenous students in Diocesan Catholic schools. The Plan aims to guide school practices and provide practical support in implementing effective Aboriginal and Torres Strait Islander Education in schools. It aligns with other TCS policies and is not a stand-alone or add-on obligation adding to the workload of teachers. Effective school practices in Aboriginal and Torres Strait Islander Education can offer powerful contributions to celebrate this country s First Peoples, mitigate against disadvantage and actively contribute to a more equitable Australia for all. Each school is required to engage with this Plan in the context of their own school and community, to consider the goals and targets, and include appropriate school initiatives in their Annual Action Plans. This Plan applies to all diocesan schools, including those with no current Indigenous enrolments. Rationale Education has been happening in Australia for millennia. Aboriginal and Torres Strait Islander parents, families and communities are the first educators of their children. Aboriginal peoples and Torres Strait Islander peoples have lived in highly intellectual, spiritual and sustainable ways across Australia, teaching and passing on cultural lore, values, beliefs and obligations to each new generation. The knowledge that Aboriginal and Torres Strait Islander people offer our society, our schools and our classrooms, is recognised and valued. The ongoing effects of colonisation for Indigenous people are also acknowledged, and school education is recognised as a powerful tool for building a fairer Australia. Closing the school achievement gap between Indigenous and non-indigenous students remains a national priority. This involves addressing a complex range of issues, including the fact that inadvertently, monocultural mainstream values, attitudes and practices can often unintentionally contribute to this gap. Aboriginal and Torres Strait Islander people represent approximately three percent of Australia s population. For real change to occur, all of our population must deepen understandings of the issues and work together on a wide range of culturally responsive educational initiatives. These initiatives will celebrate the knowledge, strength and resilience of Aboriginal and Torres Strait Islander peoples and aim to listen, learn and work together for the benefit of not only Indigenous students, but of all students in our Diocese. The appendix to this Plan, the Aboriginal and Torres Strait Islander education plan Appendix: School self-assessment and planning guide, details some initiatives schools may wish to consider. This document is neither a mandatory, or exhaustive list, but simply aims to outline a range of practical and culturally responsive ways to implement effective Aboriginal and Torres Strait Islander education across the Diocese. What is Aboriginal and Torres Strait Islander education? This Plan defines Aboriginal and Torres Strait Islander education as working in genuine partnerships with Aboriginal and Torres Strait Islander peoples: to maximise academic achievement for Aboriginal and Torres Strait Islander students, through faith based education that supports the physical, spiritual and emotional wellbeing of students, as well as affirms, celebrates and nourishes their cultural identity. to educate all students about Aboriginal and Torres Strait Islander histories and cultures including the history of colonisation and its ongoing impact in Australia, and the resilience and survival of Aboriginal and Torres Strait Islander peoples. to contribute to Reconciliation, social justice and a more equitable Australia for all. I look forward to growing our partnerships with Aboriginal and Torres Strait Islander families and communities across the Diocese and also to being part of this important work, as the Aboriginal and Torres Strait Islander Education Plan is implemented in schools across the Diocese. Dr Patrick Coughlan Executive Director: Catholic Schools Office

3 Goals and targets Goals and targets are arranged using four strategic organisers. 1. Culture, identity and partnerships 3. Leadership and school improvement 2. Catholic identity and mission 4. Curriculum and quality teaching The targets are designed to be measureable, with data collected annually to inform progress towards the goals. Culture, identity and partnerships 1. Goal The school, in genuine partnership with local and wider Aboriginal and Torres Strait Islander staff, families, students and communities, plans and delivers ongoing activities which contribute to cultural identity for Aboriginal and Torres Strait Islander students, and develop cultural awareness and cultural competencies for all school staff and students. Targets 1.1 By the end of 2018, 60% of schools have an Aboriginal and Torres Strait Islander education team/group/committee which assists in facilitating effective Aboriginal and Torres Strait Islander education in the school. This group provides opportunities for partnerships with Aboriginal and Torres Strait Islander parents, families, agencies and community (see Glossary). 1.2 By the end of 2020, all schools have an Aboriginal and Torres Strait Islander education team/group/committee which assists in facilitating effective Aboriginal and Torres Strait Islander education in the school. 1.3 By the end of 2018, 60% of schools have begun to document a formal commitment to reconciliation in a School Reconciliation Action Plan (RAP templates are available from Reconciliation Australia). 1.4 By the end of 2020, 100% of schools have a School Reconciliation Action Plan (RAP). Catholic identity and mission 2. Goal The school, in genuine partnerships with local and wider Aboriginal and Torres Strait Islander staff, families, students and communities, provides a culturally inclusive learning environment where: all staff and students develop an appreciation of the deep and complex spiritualities of Aboriginal and Torres Strait Islander peoples that have their roots in a centuries-old spiritual connection to God s gifts of land and country. Aboriginal and Torres Strait Islander students are invited to learn more about Jesus and his Good News about God, human responsibility and delight in life, as expressed through the Catholic Tradition. Targets 2.1 From 2017, all schools will annually complete at least one school prayer or liturgical event reflecting Indigenous spiritual and cultural perspectives in Religious Life of the School activities eg in connection with significant Indigenous calendar dates. 2.2 By 2018, 50% of schools are utilising local and/or wider sourced Aboriginal and Torres Strait Islander people and resources in Religious Education and faith development programs. Leadership and school improvement 3. Goal There is a whole of school approach to Aboriginal and Torres Strait Islander education where it is practiced as everyone's business. School leadership, in collaboration with Indigenous staff, students, families and community, considers appropriate annual initiatives which are then included in school planning and budgets. Targets 3.1 From 2017, all schools are guided by the TCS Aboriginal and Torres Strait Islander education plan and annually complete the Aboriginal and Torres Strait Islander education plan Appendix: School self-assessment and planning guide to inform possible school initiatives and planning. 3.2 By the end of 2018, all schools are participating in annual professional learning related to Aboriginal and Torres Strait Islander education: for schools with Indigenous enrolments over 10%: the school completes at least one in-school professional learning for all staff regarding general cultural awareness and/or effective teaching strategies for Aboriginal and Torres Strait Islander students per year for schools with under 10% Indigenous enrolment: representative/s from key staff attend professional learning regarding Aboriginal and Torres Strait Islander education at least once a year. Curriculum and quality teaching 4. Goal The school investigates, budgets for and implements initiatives which: provide education for all staff and students about Aboriginal and Torres Strait Islander histories and cultures. provide a minimum of age appropriate curriculum achievement for Aboriginal and Torres Strait Islander students, with a specific use of evidence based, culturally responsive pedagogies and resources. Targets 4.1 By the end of 2018, all schools are implementing the Australian Curriculum History and embedding the Crosscurriculum priority - Aboriginal and Torres Strait Islander histories and cultures across subject areas. There is a whole school approach where content is embedded in teaching programs, and where possible, planned and delivered in collaboration with local and wider Aboriginal and Torres Strait Islander peoples. 4.2 By the end of 2020, all schools have investigated and implemented culturally responsive pedagogies proven to be effective with Aboriginal and Torres Strait Islander students, and are tracking the impact on individual and cohort achievement through NAPLAN and school based assessments. 2.3 By 2020, 100% of schools are utilising local and/or wider sourced Aboriginal and Torres Strait Islander people and resources in Religious Education and faith development programs.

4 Glossary Indigenous: respectfully refers to Aboriginal peoples and/or Torres Strait Islander peoples. Other respectful terms include First Nations or First Peoples. Parent: refers to parents, immediate and/or extended family, and/or caregivers with responsibility for the care of the children or young people in question. Family: refers to parents, caregivers, families, extended families, Elders and community members involved in the education of the children or young people. Local community: The term local community is a complex concept. For the purposes of this Plan it refers to two groups: Traditional Owners (see below) of the land on which the school stands and Indigenous people and organisations of the local school area. Wider or national community: refers to the wider state or national affiliations of Aboriginal and Torres Strait Islander peoples, which may be families, communities, multidisciplinary Indigenous bodies and organisations. Country: for Aboriginal people the term Country indelibly links the Creation beliefs of their particular land and all it contains, with ancestors, story, song, lore and obligations. All things on Country are intimately connected to ongoing cultural beliefs, practices and responsibilities. While different Traditional Owners across Australia have a deep and spiritual cultural connection to their particular Country, each community will have their own distinct cultural practices, traditions and lore. Traditional Owners or Custodians: refers to the first peoples who occupied and sustained a particular region before European colonisation. Due to the impact of colonisation, this may not always be agreed upon. Reconciliation: is a process where non-indigenous and Indigenous Australians work together to reconcile past and present injustices. It recognises power imbalances and works to understand the ongoing impact of colonisation so as to jointly build a fair and equitable Australia for all, but especially for Aboriginal and Torres Strait Islander peoples. Aboriginal and Torres Strait Islander education team: to support school implementation of the TCS Aboriginal and Torres Strait Islander education plan , and be a vehicle to facilitate genuine partnerships with family and community. This team can be formal or informal depending on the size and context of the school, with meeting frequency as determined by school. The team may consist of the principal or member/s of school leadership, interested teaching staff, as well as representatives from Indigenous staff, families, Elders and community (and senior students if appropriate). Culturally responsive education: school and classroom practices which include students' cultural identity, knowledge, experiences and values, to support meaningful engagement and achievement. Related policies, strategies and frameworks Australian Curriculum, Assessment and Reporting Authority, Australian Curriculum, November Australian Government, The National Aboriginal and Torres Strait Islander Education Strategy Australian Institute for Teaching and School Leadership, Australian Professional Standards for Teachers, February Australian Institute for Teaching and School Leadership, Australian Professional Standard for Principals, July Council of Australian Governments, The National Indigenous Reform Agreement (Closing the Gap), Diocese of Toowoomba Catholic Education Office, Diocese of Toowoomba Catholic Education Strategic Plan Diocese of Toowoomba Catholic Schools, Excellence in Catholic Education (EiCE), Diocese of Toowoomba Catholic Schools Board, Aboriginal and Torres Strait Islander Education policy, July Diocese of Toowoomba, Diocese of Toowoomba Reconciliation Action Plan (RAP). Queensland Catholic Education Commission, Aboriginal and Torres Strait Islander Education policy statement, November Acknowledgement of Country Diocese of Toowoomba Catholic Schools respectfully acknowledges the Aboriginal and Torres Strait Islander peoples as the Traditional Custodians of land, rivers and sea and pays respect to Traditional Owners of Country across the Diocese, and across the country. We acknowledge that as the first Australians, and one of the world's oldest living cultures, Aboriginal and Torres Strait Islander students, families and communities bring a wealth of gifts to our schools, and an opportunity for all Australians to learn from and work with each other. For us, you and the values you represent are precious. Pope John Paul II, Recognition the Way Forward, An Issues paper from the Australian Catholic Social Justice Council, 1993, p 25. launched 8 March 2017 This Plan is open to change as new diocesan, state and national priorities evolve. Please contact Toowoomba Catholic Schools Office Aboriginal and Torres Strait Islander Education for further information or support in relation to this plan. ADDRESS PO Box 813, Toowoomba Qld 4350 PHONE FAX enquiries@twb.catholic.edu.au WEB

5 Aboriginal and Torres Strait Islander education plan Appendix: School self-assessment and planning guide This list of possible initiatives aims to support school implementation of the TCS Aboriginal and Torres Strait Islander education plan It is by no means a mandatory or exhaustive list, and schools may choose from here or design other strategies relevant to their context. This guide aims to assist schools in identifying areas of strength and areas of possible focus. For example, the guide can be completed by: school leadership teams; by all staff; by the school ATSI education team to facilitate discussion and inform school planning. School: Date: Completed by: Key: CD = Currently doing WO = Working on ND = Not doing yet WT = Will try soon CD WO ND WT Aboriginal and Torres Strait Islander student participation indicators The school is tracking, maintaining and improving Aboriginal and Torres Strait Islander student data such as: a) Enrolment promotions, point of contact and enrolment procedures ensure Aboriginal and Torres Strait Islander people are invited, welcomed and assisted in the enrolment process, where necessary b) Attendance is monitored, with reasons for student absence followed up, and with families and students supported where needed; Indigenous staff assist where possible c) Retention data on Indigenous retention rates informs strategies to maintain enrolments and support students to complete Year 12 or equivalent d) Exit interviews collect data on student destinations and reasons for leaving to inform future planning e) Post school pathways to employment or further study are individually facilitated for all Years Indigenous students; ongoing support is provided to connect students to Indigenous specific opportunities CD WO ND WT 1. Culture, identity and partnerships The school employs a variety of initiatives throughout the year to include Aboriginal and Torres Strait Islander families and communities as vital partners in school planning and strategy implementation, especially the formation of a school Aboriginal and Torres Strait Islander education team. In addition, informal gatherings promote positive relationships, and activities such as Aboriginal and Torres Strait Islander family forums focus on the sharing of cultural knowledge and ways for families to support their child at school. The school works with local Aboriginal and Torres Strait Islander families and communities to document a formal statement of commitment to Reconciliation in a School Reconciliation Action Plan (templates available from Reconciliation Australia). A culturally friendly and welcoming school is established and maintained which visibly celebrates local Aboriginal and Torres Strait Islander cultures, language and histories around the school eg the three flags flying daily; Acknowledgement of Traditional Owners at the front office/gate, in newsletters, promotional materials and on the website; murals, paintings etc, all respectfully and visibly acknowledge Indigenous histories and cultures. Aboriginal and Torres Strait Islander staff are employed wherever possible, as key contributors in fostering Aboriginal and Torres Strait Islander student engagement and achievement, facilitating family and community partnerships, and as a sign of the Church s commitment to Aboriginal and Torres Strait Islander people. The histories, languages and cultures of local and national Aboriginal and Torres Strait Islander peoples are integrated into the curriculum for all students, especially in collaboration with local communities, and inclusive of cultural protocols. School events and classroom initiatives to mark important calendar dates such as National Sorry Day, NAIDOC Week, and Reconciliation Week are planned and implemented in collaboration with Aboriginal and Torres Strait Islander students, families and community.

6 Opportunities are provided for Indigenous student voice. Aboriginal and Torres Strait Islander students have regular meetings, gather to affirm identity and culture, and are included in general and Indigenous specific student bodies, surveys and leadership opportunities. The importance of identity, family, culture and Country are recognised and incorporated into school life, reflecting Indigenous family and community aspirations for their children eg Indigenous Elders group, Indigenous peer mentoring, tutoring. School leaders and staff develop relationships outside of school eg are active in local community, are familiar with local Indigenous organisations and participate in local Indigenous community events. Acknowledgment or Welcome to Country is regularly performed in diverse and un-ritualised ways by Indigenous students, Elders and community eg at meetings, events, assemblies and, by non-indigenous students and staff where applicable. The school considers and supports the revitalisation, renewal and reclamation of Aboriginal and Torres Strait Islander languages and works with local and wider community to implement the Australian Curriculum: Framework for Aboriginal Languages and Torres Strait Islander Languages. The school specifically promotes the enrolment of Aboriginal and Torres Strait Islander students eg school promotional brochure targeted at Indigenous families; and, undertakes known and new ways to invite, welcome and assist Aboriginal and Torres Strait Islander families enrolling or considering to enrol their children; and has front office procedures that are culturally friendly and welcoming. The school has a dedicated Aboriginal and Torres Strait Islander cultural room or student and community space and works to make school involvement for Aboriginal and Torres Strait Islander parents, families and communities comfortable and welcoming. CD WO ND WT 2. Catholic identity and mission The school works collaboratively with Aboriginal and Torres Strait Islander people to include spiritual and cultural perspectives in prayer and liturgical events eg in connection with significant calendar dates. Religious Education programs are inclusive of Aboriginal and Torres Strait Islander perspectives and spiritualties. School staff provide a culturally inclusive learning environment in which Indigenous students encounter the Catholic tradition and come to know Jesus better. They do this in collaboration with Aboriginal and Torres Strait Islander families, communities, the priest and parish. Signs and symbols which proclaim and celebrate Aboriginal and Torres Strait Islander spiritualities are publically displayed both inside and outside school buildings. The school works to develop in all students a Christian code of ethics and values including: the valuing and appreciation of difference and diversity; the rights of the oppressed and marginalised; and, the responsibility of all Australians to contribute to Reconciliation and work against racism, injustice and inequality. The school works with Aboriginal and Torres Strait Islander people to develop understandings of what it means to be an Indigenous Catholic, to understand that Catholicism does not strive to take the place of traditional culture, but rather aims to be enriched by the gifts that First Australians bring. As part of students learning about social justice, the school explores the nature of colonisation in Australia and its ongoing impact. This includes school initiatives to support Church leaders who have challenged Australia to act on the racism, injustice, disadvantage and poverty experienced by many Indigenous people. The school has a student reconciliation action team where Indigenous and non- Indigenous students work together to run cultural celebrations and Reconciliation activities over the school year. Indigenous and non-indigenous staff are encouraged to explore Indigenous theologies and spiritualities to deepen their own knowledge and understandings. Indigenous Elders, community, students and their families are invited to share their spiritualities in culturally safe whole school and classroom contexts. The school aims to learn from Aboriginal and Torres Strait Islander peoples, to listen to and support them in their needs and aspirations, and struggle for justice and equity. ATSI education plan Appendix Page 2 of 4

7 CD WO ND WT 3. Leadership and school improvement The school formally facilitates genuine and ongoing family and community partnerships through an Aboriginal and Torres Strait Islander education team. This group is comprised of the principal or member/s of school leadership, interested teaching staff, as well as representatives from Indigenous staff, families, Elders and community (and senior students if/when this is seen as appropriate). The team assists in the planning and implementation of Aboriginal and Torres Strait Islander education in the school. School leadership plans implementation of the TSC Aboriginal and Torres Strait Islander education plan and uses the Plan s School self-assessment and planning guide at least once a year to guide school planning and initiatives. School leaders and staff participate in ongoing professional learning eg cultural awareness and effective teaching strategies for Aboriginal and Torres Strait Islander students, and teaching the Australian Curriculum Cross-curriculum priority - Aboriginal and Torres Strait Islander histories and cultures. Leadership meetings regularly discuss school strategies for Aboriginal and Torres Strait Islander education, to foster a positive school culture of celebration and inclusion. School budgets, especially any Indigenous specific funds, are designed to support identified Aboriginal and Torres Strait Islander education strategies. The school has an Aboriginal and Torres Strait Islander education coordinator/contact person who is a member of teaching staff or a school leader, to lead a coordinated whole school approach. Time is allocated for this role in school budget and staffing. Indigenous student and family surveys gauge what the school is doing well and target areas for improvement. This may be done through the school Aboriginal and Torres Strait Islander education team. Indigenous staff are employed in a variety of roles across the school. They are supported through professional development as appropriate and are integrated into school teams within a school culture where Indigenous education is everyone s business. Regular support such as study skills sessions, tutoring and homework centres support Aboriginal and Torres Strait Islander students where applicable. Indigenous student achievement is closely monitored with targets and strategies set in school and classroom plans. These are monitored and evaluated for effectiveness, with practices that are not improving Indigenous student achievement reconsidered. A whole school approach supports implementation of the Australian Curriculum Crosscurriculum priority - Aboriginal and Torres Strait Islander histories and cultures. Content is embedded in teaching programs, and where possible, planned and delivered in collaboration with local and wider Aboriginal and Torres Strait Islander people. Planned transition programs specifically support Aboriginal and Torres Strait Islander students: a. Readiness for school eg Indigenous friendly Prep orientation programs, enrolment promotions and procedures b. Primary to high school support where needed eg choosing a high school, enrolment procedures, high school orientation, scholarship applications c. Post school pathways Year students are individually tracked and supported to positive post-school pathways to study and/or employment Secondary schools case manage individual students to positive post school pathways facilitating access to specific identified opportunities when available. Aboriginal and Torres Strait Islander students benefit from participation in identified external programs, scholarships, leadership and cultural opportunities. The school understands the value of these opportunities and has supportive, effective systems to effectively connect students to them. Social justice and Reconciliation are a school priority and facilitated through strategies such as a school Reconciliation Action Plan and anti-racism programs and initiatives. The school promotes and monitors the attendance, enrolment and retention of Aboriginal and Torres Strait Islander students and follows up identified areas of concern. ATSI education plan Appendix Page 3 of 4

8 CD WO ND WT 4. Curriculum and quality teaching The Australian Curriculum Cross-curriculum priority - Aboriginal and Torres Strait Islander histories and cultures is embedded in teaching programs, and where possible, planned and delivered in collaboration with local and wider Aboriginal and Torres Strait Islander people. Staff work to develop trust and positive relationships with Indigenous students, families and communities. They aim to know who their Indigenous students are, to know them well, and to know their families and communities well. The school recognises every teacher is a teacher of literacy and provides professional learning in this area. All teachers allow time to explicitly teach the literacy demands of their subject areas, alongside subject content ie subject specific ways of thinking and valuing, text purpose and structure, technical language and vocabulary. Teachers understand Aboriginal Englishes and Torres Strait creoles as distinct dialects and employ English as an Additional Language or Dialect teaching strategies where applicable to bridge any gaps between students home language and the reading and writing demands of academic Standard Australian English. High challenge - high support pedagogies scaffold students to content of high intellectual quality, to content which connects to Indigenous students and their world, and provide any scaffolded literacy support necessary to achieve. In the first three years of school (and beyond if necessary), teachers use an integrated and balanced approach to literacy proven to be effective with Indigenous students. Age-appropriate complex texts are used to deliver explicit teaching of: the background knowledge, vocabulary and metalanguage needed for deep comprehension; text purpose, structure, grammar; the contextualised teaching of early literacy acquisition skills such as phonemic awareness and phonics. In the first three years of school (and beyond if necessary), an integrated approach to the teaching of numeracy proven to be effective with Indigenous students is used. This includes explicit teaching of the purpose, representations and practical applications of number concepts, firstly through using hands-on concrete operations moving to more abstract ways of knowing. In addition, and most importantly, the explicit teaching and consolidation of thinking mathematically, as well as the literacy and language of maths are key parts of all mathematics programs. Families are informed of practical ways to support learning at home eg through Indigenous friendly parent information sessions and capacity building workshops (during or after school hours), and through three-way personalised learning plan processes. Personal learning plans or strategies are used to develop positive student, teacher and family relationships and to collaboratively plan three-way strategies which outline the joint responsibilities of the teacher, the family and the student to achieve student goals. Attention is paid to any health and wellbeing issues which may affect student learning. The school collaborates with families, community and outside agencies for student support. Otitis Media and fluctuating hearing loss are recognised as affecting many Indigenous students. Hearing is tested, classrooms have voice amplification systems, and teachers receive professional development to increase understandings of the issues and of effective whole school and classroom strategies which maximise learning. Although individual assistance may be offered by a learning support teacher, student achievement is seen as the responsibility of the classroom teacher. Learning support staff work in classrooms to support the classroom teacher. Culturally diverse teaching resources and assessment practices, where students see themselves and their cultures reflected and valued, connect them to learning. Culturally responsive schools and classroom practices utilise cultural identity, characteristics and values to facilitate strong student cultural identity and self-efficacy. The school utilises TCS priority strategies such as, professional learning communities and high yield strategies, in targeted, culturally responsive ways to improve curriculum outcomes for Indigenous students. ATSI education plan Appendix Page 4 of 4