Mana-Moonda

Mana-Moonda
2012-2016
Early childhood providers and
government schools in Gippsland
partnering in heart, hand and mind with
Koorie children, young people, their
families and community to improve the
learning and education outcomes for
Koorie children and young Koorie people.
Disclaimer
Aboriginal and Torres Strait Islander readers should be aware that this document may
contain images, quotes or names of people who have since passed away.
Mana-Moonda
Mana is the sap of the wattle tree. The sap keeps the tree growing; it
makes it strong and keeps it alive. This represents the heart, mind and
soul of the people to be strong and to work together to be strong.
Moonda means beyond. This represents going beyond this time, going
forward and to keep working forward.
Dr Doris Paton
Manager Yirruk-Tinnor Language Program
Victorian Aboriginal Corporation for Languages (VACL)
Artwork
Artwork has been designed by Gunaikurnai artist Ronald Edwards.
In this artwork there are triangle’s representing women and circles
representing men.
The circles are meeting places where we have ceremonies like gatherings,
sharing, painting, stories, bush tucker gathering, that’s why we have
meeting places for our mob and the big main meeting place is a place of
all people gather to talk about the future for Koorie kids in Gippsland.
As you can see there are two set of footprints, black and white and
reason for it so all people can work together and foot prints walking to
the main meeting place.
The lines are part of my tribe from the beginning and passed down from
our ancestors.
Acrylic on canvas 2012
Mana-Moonda
2
Kanitba
Thankyou
The Department of Education and Early Childhood
Development would like to acknowledge all traditional
owner groups of Gippsland: Bunurong, Gunaikurnai and
Monaro people and pay respect to Elders past and
present.
We acknowledge and thank all community members who participated in the
consultations for their time and sharing their knowledge in the development of
Mana-Moonda.
We would also like to acknowledge our partners in developing Mana-Moonda
• Local Aboriginal Education Consultative Groups (LAECGs) of Gippsland
• Regional Koorie Education Committee (RKEC), to be known as the Regional
Koorie Education Partnership from March 2012. In particular we wish to thank
the following RKEC members from 2008 to 2011:
Alice Ann Pepper
Alice Paton
Anthony Rodaughan
Bill Jeffs
Cheryl Drayton
Craig Sutherland
Daphne Yarram
Darryl Andy
David Welch
Deidre Rose
Dick Phillips
Dr. Doris Paton
Aunty Dot Moffatt
Doug Vickers
Frank Miller
Jim Downes
John Murray
Aunty Judy Hood
Julie Curtis
Karen Cain
Kaylene McKinnon
Keran Kramme
Kevin Mealing
Kim McLaughlin
Linda Pearce
Lyn Keating
Lyn Phelps
Aunty Margaret Atkinson
Michael Smith
Mick Hussey
Mitchell Harding
Nicola Stuart
Aunty Phyllis Andy
Aunty Phyllis Hewat
Pip Griffiths
Ringo Hood
Roger Taylor
Sharon Adams
Stephen Walsh
Sue Burnett
Susan Martin
Tanarly Hood
Terrylene Marks
Aunty Vera Briggs
Vera Harrold
Zack Haddock.
3
Nanma
Contents
Nguttay
5
Definitions
Moolo
6
Foreword
Bappak
7
Underpinning Values and Beliefs
Jungarra towera
8
Achievement and Pathways
Lidj il bramung dardee grangabunnikit
10
Learning and Development
Moorn-moom wurnalla
12
Inclusive Culture
Galamda budjeri
14
Professional Learning and Training
Yaail manda lungl
16
Community Engagement
Bramunga
18
Family Relationships
Bunjil
20
Leadership
4
Nguttay
To understand
Definitions
Mana-Moonda
RKEP - Regional Koorie Education
Committee/Partnership
At present the primary audience for Mana-Moonda
comprises the early childhood providers and
government schools in Gippsland. The Regional
Koorie Education Committee/Partnership invites the
Catholic Diocese, catholic schools and the
independent schools of Gippsland to partner with
us to improve the learning and education outcomes
for all Koorie children and young Koorie people in
Gippsland.
The Regional Koorie Education Partnership (RKEP)
will partner with early childhood services and
schools to develop local initiatives to support each
community’s aspirations in achieving the overall
goals of Mana-Moonda.
Is the key source of advice to the Department of Education
and Early Childhood Development in the Gippsland Region
on all matters relating to Koorie children and young Koorie
people's learning and development.
Early Childhood Services
Includes government funded and regulated maternal and
child health services, childcare services, kindergartens and
playgroups.
Schools
Includes all government schools.
Koorie
Dare to Lead
In Gippsland, as in Victoria, the term Koorie is
used to identify Gippsland's Indigenous peoples. In
using this terminology we are embracing all
Aboriginal and Torres Strait Islander peoples living
in Gippsland.
Is a national project with a focus on improving educational
outcomes for Aboriginal and Torres Strait Islander
students.. The indigenous focus of the Principal Australia
L5 frame has not only been written for school leaders of
indigenous students – it is for all school leaders who are
committed to promoting reconciliation and indigenous
perspectives within their school. Dare to Lead also provides
advice to support early childhood development leaders.
Koorie community
Includes the traditional land owners and Koorie
communities of the Bunurong, Gunaikurnai and
Monaro peoples.
Year 12 or its Equivalent
Culture
Includes the Victorian Certificate of Education (VCE),
Victorian Certificate of Applied Learning (VCAL) or other
certificates at the Australian Qualifications Framework
Certificate Level II and above.
Refers to the cultural heritage of the traditional land
owners of Gippsland.
Identity
DEECD
Refers to the cultural identity of an individual Koorie
child, student, young person or adult.
Department of Education and Early Childhood
Development, Gippsland Region.
5
Moolo
Starting and going forward
Foreword
Five years ago, the Regional Koorie Education Committee (RKEC)
invited school communities from across our region to come
together to agree on the steps the Gippsland Region of the
Department of Education and Early Childhood Development, in
partnership with community, should take to improve education
outcomes for Koorie children. We have made important progress
over the five years of the recent strategy in reducing the gap
between education outcomes for Koorie and non-Koorie
children.
We have achieved this through maintaining our commitment to
a collective responsibility and working in partnership with early
childhood providers and schools across the region in building
their capacity to provide quality learning experiences and
developing inclusive and culturally safe learning environments.
Mana-Moonda builds on this collective responsibility and again
acknowledges that Koorie children and young Koorie people will
only succeed if all early childhood providers and schools work in
partnership with their families and their communities.
Mana-Moonda is underpinned by the beliefs and understandings
developed by the RKEC while developing the previous Gippsland
Region - Directions in Education for Koorie Students. The seven
key themes of Mana-Moonda are those that the RKEC and
community have said are critical for Koorie children and young
Koorie people to achieve their full learning potential and their
dreams.
It is with great pride that the Department of Education and Early
Childhood Development along with the Regional Koorie
Education Committee (known as the Regional Koorie Education
Partnership from March 2012) presents Mana-Moonda. We look
forward to partnering with you in implementing actions that
support Mana-Moonda and witnessing our Koorie children and
Koorie young people prospering.
Karen Cain
Regional Koorie Education Partnership
Acting Regional Director
Gippsland Region
Department of Education and
Early Childhood Development
6
(RKEP) 2012
Bappak
Where values and beliefs are held
Underpinning values and beliefs
Education is a lifelong process, "from birth to death", with the family and
child or young person at the centre of education policy and decision
making.
Koorie children and young Koorie people are among the most
educationally disadvantaged in Australia.
Every Koorie child and young Koorie person has the right to a high-quality
education that is culturally inclusive and provides a meaningful pathway
through education to employment and training.
Respectful partnerships are vital to ensuring successful development and
learning for all Koorie children and young Koorie people.
Engaging the local community in the future of Koorie education will
significantly enhance the shift towards equality of developmental and
learning outcomes.
Strong, proactive, informed and accountable leadership at all levels is
fundamental to establishing and maintaining a culture of learning that is
inclusive of Koorie children and young Koorie people.
Families are a critical component of the educational process and their
engagement and involvement is integral to Koorie children and young
Koorie people succeeding.
7
Jungarra
towera
Finding the fire to achieve and move
along the pathways
Achieving for your own benefit and
people around you and your own
community, being a role model and a
leader. Zoe Nicholls
8
➜
➜
Achievement and pathways
What does this mean?
Improving achievement in literacy and numeracy, attendance,
retention, completion of Year 12 or its equivalent and post-school
pathways will "close the gap" in learning, developmental and
educational outcomes between Koorie and non-Koorie children and
young Koorie people in the Gippsland region.
What will we do?
The Regional Koorie Education Partnership will partner with early childhood providers and schools to
improve the learning, developmental and educational outcomes for Koorie children and young Koorie
people.
When will we know we are successful?
When there is no gap in the learning, developmental and educational outcomes between Koorie and nonKoorie children and young people and when more Koorie children
and
young Koorie people make a planned and supported transition to the next stage of their development,
learning and life.
How will we measure success?
• Number/percentage of Koorie children within Gippsland
considered “on track” when measured by the Australian Early
Development Index
• Number/percentage of Koorie children and young people who
participate in the National Assessment Program – Literacy and
Numeracy (NAPLAN)
• Number/percentage of Koorie children and young people at or
above the national minimum standard in reading, writing and
numeracy in years 3,5 ,7 and 9 in NAPLAN testing
• Number/percentage of Koorie children and young Koorie people
making a transition through school
9
Lidj il bramung
dardee
grangabunnikit
The children and their cousins are
strong, are happy with each other
A child who attends kindergarten is a
happy and confident child when he or
she starts school and no longer is the
loner in the school ground.
Aunty Vera Briggs
10
➜
➜
Learning and development
What does this mean?
Early childhood providers and schools supporting every
Koorie child and young Koorie person to achieve their
full potential through improved learning and
developmental opportunities.
What will we do?
The Regional Koorie Education Partnership will partner with early childhood providers and schools to
ensure that every Koorie child and young Koorie person is provided with opportunities and are
supported in their development and learning to enable them to achieve their full potential.
When will we know we are successful?
When all early childhood providers and schools in Gippsland are providing developmental and learning
opportunities that support the individual needs of every Koorie child and young Koorie person to achieve
their full developmental and learning potential.
How will we measure success?
• Number/percentage of Koorie children enrolled in
kindergarten and Early Start
• Number/percentage of Koorie children that have a
Transition Learning and Development Statement
• Number/percentage of Koorie children and young
Koorie people that have an Individual Learning Plan
• Number/percentage of primary schools that have a
documented program that supports every Koorie child's
Individual Learning Plan
• Number/percentage of secondary schools that have a
documented program that supports every young Koorie
person's Individual Learning Plan
11
Moorn-moom
wurnalla
Dance together to be inclusive
Building an inclusive culture means
embracing each student’s identity by
building on their knowledge of self,
family and country within the
frameworks of education.
Lynne Solomon-Dent
12
➜
➜
Inclusive culture
What does this mean?
A culturally safe and inclusive developmental and
learning environment will be in place in early childhood
settings, schools and DEECD regional office settings.
What will we do?
The Regional Koorie Education Partnership will partner with early childhood providers, schools and the
DEECD regional office to ensure that a culturally safe and inclusive environment is provided for all
Koorie children, young Koorie people, Koorie families and local community members.
When will we know we are successful?
When all Koorie children and young Koorie people’s identity and Koorie culture is encouraged and
acknowledged by all early childhood providers, schools and DEECD regional office settings
and
When all early childhood providers, schools and DEECD regional office settings are seen by the Koorie
students, Koorie parents/carers and Koorie community members as culturally safe and inclusive
environments.
How will we measure success?
• Number/percentage of learning, developmental and education
settings that use the Dare to Lead checklist to plan and
implement strategies that create a Koorie safe and inclusive
environment
• Number/percentage of learning and education settings with
Koorie culture perspectives in all curriculum areas
• Number/percentage of assessed licensed children’s services that
reach National Quality Standards in regards to inclusiveness
• Number/percentage of Koorie students, Koorie parents/carers
and Koorie community members who have contact with
learning, developmental, education and regional staff who
report that learning, developmental and education settings and
regional office settings are culturally safe and inclusive environments
13
Galamda budjeri
Good thinking and learning being
developed professionally
If we want to achieve the best outcomes
for all Koorie children and young
Koorie people in Gippsland then we
have to develop the knowledge and
skills of all involved in the delivery of
services through heart, hand and mind,
one without the other won’t get us there.
Karen Cain
14
➜
➜
Professional learning and training
What does this mean?
Early childhood providers, schools and DEECD regional
office staff will have an understanding of, and respect for
Koorie culture and heritage. In particular local Koorie
culture and heritage.
What will we do?
The Regional Koorie Education Partnership will partner with early childhood providers, schools and
DEECD regional office staff to support the ongoing professional learning/development of staff about
Koorie culture and heritage.
When will we know we are successful?
When all Gippsland early childhood providers, schools and DEECD regional office staff can
demonstrate an understanding and respect of local Koorie culture and heritage.
How will we measure success?
• Number/percentage of learning and education provider
staff, and regional office staff who can demonstrate an
understanding and respect of local Koorie culture and
heritage
• Number/percentage of Koorie people employed in
learning and development settings that report they feel
their workplace values their culture and identity
15
Yaail manda
lungl
Belonging to many - representing
the community engagement
Community engagement is about
understanding the needs of the
community and building relationships
towards positive outcomes.
Nicole Hood
16
➜
➜
Community engagement
What does this mean?
Respectful relationships between the wider Koorie
community and early childhood providers, schools and
the DEECD regional office will be established,
strengthened and maintained.
What will we do?
The Regional Koorie Education Partnership (RKEP) will partner with Local Aboriginal Education
Consultative Groups in Gippsland (LAECG), early childhood providers, schools and the DEECD regional
office to ensure local Koorie communities are actively encouraged and supported to be engaged in the
planning for the learning and development of children and young people in Gippsland.
When will we know we are successful?
When more Koorie people are actively engaged in the decision-making process for the provision of
learning and education in Gippsland.
How will we measure success?
• Number of LAECGs that are engaged with the RKEP in
the planning for Koorie learning and education in
Gippsland
• Number of Koorie community members engaged in
decisions about the provision of education for children
and young people in Gippsland
• Number/percentage of community members that are
engaged in the planning for learning and education
for children and young people feel that they are
treated with respect by non-Koorie decision makers
17
➜
Bramunga
Represents the many
relationships of family
Family involvement is very
important to support our children
through their learning, not only on
paper but also emotionally,
physically and developmentally.
Susan Mullett
18
➜
Family relationships
What does this mean?
Strong relationships and respectful partnerships will be
established, strengthened and maintained between Koorie
families/carers and early childhood providers, schools
and the DEECD regional office.
What will we do?
The Regional Koorie Education Partnership will partner with early childhood providers, schools and the
DEECD regional office to build strong relationships and respectful partnerships with Koorie
families/carers.
When will we know we are successful?
When more Koorie families/carers are engaged in making decisions about their child's or young person's
learning and development.
How will we measure success?
• Number/percentage of families/carers engaged in
making decisions about their child's or young person's
learning and development
• Number/percentage of families/carers who report that
they feel they are treated with respect by early
childhood providers and schools and the DEECD
regional office
19
Bunjil
The leader of the people, the elder of
knowledge, the person who showed
leadership in the clans
Our responsibility as educational
leaders is to create an environment
where our country’s history and the
culture of its oldest custodians is
recognised, encouraged and celebrated.
Mick Hussey
20
➜
➜
Leadership
What does this mean?
Early childhood providers, schools and the DEECD
regional office leading the reform in education for
Koorie children and young Koorie people.
What will we do?
The Regional Koorie Education Partnership will partner with early childhood providers, schools and the
DEECD regional office to lead the reform in education for Koorie children and young Koorie people
through strong, well-informed, education leadership.
When will we know we are successful?
When all early childhood providers, schools and the DEECD regional office meet all of the "Dare to Lead"
indicators of a successful Aboriginal and Torres Strait Islander Education Program.
How will we measure success?
• Number/percentage of schools that meet all of the
Dare to Lead indicators of a successful Aboriginal and
Torres Strait Islander Education Program
• DEECD Regional office meeting all of Dare to Lead
indicators of a successful Aboriginal and Torres Strait
Islander Education Program
• Number/percentage of children’s services that sign up
to the Regional Koorie Education Partnership
• Number/percentage of children’s services that meet all
of the Dare to Lead indicators of a successful
Aboriginal and Torres Strait Islander Education Program
21
Mana-Moonda
2012-2016
is the Gippsland Regional Koorie Education
Partnerships’ guiding document for improving
outcomes for Koorie children and young Koorie
people. The document and, actions to be developed,
supports the goals of numerous National and State
initiatives which include:
•
•
•
•
Wannik - Learning Together- Journey to our Future;
•
•
•
Wurreker: The Koorie Community and TAFE in Victoria in Equal Partnership;
•
•
Victorian Indigenous Affairs Framework 2010-2013;
•
•
Dare to Lead: Partnership builds success;
Yalca - A Partnership in Education and Training for the New Millennium;
What Works. The Work Program - Successful practice;
Victorian Early Years Learning and Development Framework For all Children from Birth to Eight years;
Aboriginal and Torres Strait Islander Education Action Plan 2010-2014;
Balert Boorron: The Victorian Plan for Aboriginal Children and Young
People 2010-2020;
Closing the Gap: National Partnership Agreement on Indigenous
Early Childhood Development;
Victorian Aboriginal Justice Agreement.
For further information please contact the
Gippsland Regional Office on (03) 5127 0400.
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