Youth statement from the Regional Ministerial Education Conference in Istanbul, Turkey (December 2013) - Strengthen partnerships with youth for high quality, inclusive education, where all youth can realize their dreams of education as The Best way to succeed in life.
Youth statement from the Regional Ministerial Education Conference in Istanbul, Turkey (December 2013) - Strengthen partnerships with youth for high quality, inclusive education, where all youth can realize their dreams of education as The Best way to succeed in life.
Commuinity Education is a philosophy and set of practices, using learning as a strategy for personal and community empowerment. The slides - with photos by Joel Nitzberg - offer definitions of the field.
London Schools Conference Programme - Supporting London’s Migrant Families to...Renaisi
Renaisi is working with Children England to run a half-day conference in Islington on 31 March 2014, which will look at innovative ways in which schools can work with their local communities in order to encourage parental engagement and raise attainment.
Book here: http://subscribercrm.childrenengland.org.uk/Event-Booking/EventId/1048
Outsiders looking in or insiders looking outdebbieholley1
Keynote for International Ireland Conference on Education, Dublin, 20/22 April 2015. Conference website: www.iicedu.org
Abstract
Outsiders looking in or Insiders looking out: Challenges for educators negotiating shared learning spaces
This keynote will explore some key policy drivers that impact from ‘outside’ the Academy as Higher Education Institutions try to work out how to best position themselves in a time of rapid policy change. The ‘between’ spaces are significant, how do our students and potential students make sense of the educational offerings; their transition from home to University, when increasingly, this transition is a home based transition? Their arrival ‘inside’ the University presents a series of opportunities and barriers when viewed through the lens of what is permitted – issues of culture identity and engagement are no longer confined to the physical. Online spaces between have been colonised in ways that individuals find meaningful and the bridge from ‘Inside’ to ‘Outside’ and within the Academy needs to be redefined. The talk will finish by offering some insights and possible ways forward to support and meet with our students as they negotiate their way through their own, and our, learning spaces.
======================
Hendrina Givah, National Co-ordinator, FAWEMA.
Providing a perspective from Malawian civil society on the challenges and opportunities in promoting education and gender equality in Malawi.
Life long education projects for elderlyLeena Chauhan
This presentation gives brief information about Lifelong learning projects/ Initiatives in India and in other countries. It is prepared as a class assignment and for educational purpose.
Partners' 4th annual Expo brought together community leaders across education, business and philanthropy to talk about the landscape of education reform and the ways in which Partnership + Equity = Results. An important topic focused on the work of our teams in Grand Rapids and Alum Rock (East San Jose) around culturally responsive teaching and learning (CRTL). Join us via this SlideShare to learn more!
Commuinity Education is a philosophy and set of practices, using learning as a strategy for personal and community empowerment. The slides - with photos by Joel Nitzberg - offer definitions of the field.
London Schools Conference Programme - Supporting London’s Migrant Families to...Renaisi
Renaisi is working with Children England to run a half-day conference in Islington on 31 March 2014, which will look at innovative ways in which schools can work with their local communities in order to encourage parental engagement and raise attainment.
Book here: http://subscribercrm.childrenengland.org.uk/Event-Booking/EventId/1048
Outsiders looking in or insiders looking outdebbieholley1
Keynote for International Ireland Conference on Education, Dublin, 20/22 April 2015. Conference website: www.iicedu.org
Abstract
Outsiders looking in or Insiders looking out: Challenges for educators negotiating shared learning spaces
This keynote will explore some key policy drivers that impact from ‘outside’ the Academy as Higher Education Institutions try to work out how to best position themselves in a time of rapid policy change. The ‘between’ spaces are significant, how do our students and potential students make sense of the educational offerings; their transition from home to University, when increasingly, this transition is a home based transition? Their arrival ‘inside’ the University presents a series of opportunities and barriers when viewed through the lens of what is permitted – issues of culture identity and engagement are no longer confined to the physical. Online spaces between have been colonised in ways that individuals find meaningful and the bridge from ‘Inside’ to ‘Outside’ and within the Academy needs to be redefined. The talk will finish by offering some insights and possible ways forward to support and meet with our students as they negotiate their way through their own, and our, learning spaces.
======================
Hendrina Givah, National Co-ordinator, FAWEMA.
Providing a perspective from Malawian civil society on the challenges and opportunities in promoting education and gender equality in Malawi.
Life long education projects for elderlyLeena Chauhan
This presentation gives brief information about Lifelong learning projects/ Initiatives in India and in other countries. It is prepared as a class assignment and for educational purpose.
Partners' 4th annual Expo brought together community leaders across education, business and philanthropy to talk about the landscape of education reform and the ways in which Partnership + Equity = Results. An important topic focused on the work of our teams in Grand Rapids and Alum Rock (East San Jose) around culturally responsive teaching and learning (CRTL). Join us via this SlideShare to learn more!
Join our Mob: Developing the Career Potential of Aboriginal StudentsMATSITI
Indigenous people are under-represented in many professions including education. This presentation includes proven strategies and resources to develop the career potential of young Aboriginal and Torres Strait Islander People.
Matsiti & NSW DEC Careers presentation 2014MATSITI
A joint presention by MATSITI and NSW Department of Education & Communities on the possibilities of teaching as a career for Aboriginal and Torres Strait Islander students
Two way learning: preservice teachers and supervising teachersMATSITI
In 2014-2015, a team of Elders, Aboriginal and non- Indigenous academic staff have worked together to conduct a professional development program that would challenge supervising teachers’ views of Aboriginal and Torres Strait Islander learners.
Presentation by Deborah Heck and Daniel Neil, University of Southern Queensland
1 October 2015, Adelaide
www.matsiti.edu.au/events/ourmobteach
Building the bridge to success: Best practices regarding identification and i...Caribbean Development Bank
Presentation delivered by Dr. Joanne Tompkins, St. Francis Xavier University at the at the Early Childhood Development Regional Research Conference, hosted by UNICEF and the Caribbean Development Bank, February 13- 15, 2018 in Antigua and Barbuda.
The National Aboriginal & Torres Strait Islander Principals Association (NATS...MATSITI
The National Aboriginal & Torres Strait Islander Principals Association (NATSIPA)
NSW Deadly Leaders Alliance:
Leading our Future
MATSITI School Leaders Forum, 17 October 2014
www.matsiti.edu.au/events/leaders
Infusing aboriginal perspectives across the curriculum for all studentsJoel Krentz
An understanding of First Nations, Metis and Inuit knowledge and perspectives is becoming increasingly common in our schools and classrooms. With clear links to social studies, science, sustainability and outdoor education, the Teacher Librarian and the Learning Commons are uniquely positioned to infuse Aboriginal perspectives throughout the curriculum to support all students. Learn how my school implemented a school-wide focus around the ‘Seven Grandfathers’ Teachings (truth, love, humility, courage, honesty, respect and wisdom) and their link to character education that many schools and boards observe. Our goal was to address and improve learning skills, particularly self-regulation, collaboration and responsibility through the teachings. The work done includes staff training, First Nations Elder mentorships, guest visitors and curricular integration (through collaborative inquiries, guided reading and literature circles based on First Nations books and First Nations author visits).
UNESCO Indigenous Education Research ProjectESD UNU-IAS
UNESCO Indigenous Education Research Project
Ms. Dorothy Taylor, Elder for Fleming College and Trent University and Founder of the Sacred Water Circle, RCE Peterborough-Kawartha-Haliburton
Ms. Jane Gray, Ph.D. Candidate, Teacher at Trent University, RCE Peterborough-Kawartha-Haliburton
Ms. Ashley Safar, B.A., Manager of Indigenous Student Services at Fleming College, RCE Peterborough-Kawartha-Haliburton
9th Americas RCE Regional Meeting
13 & 14 October, 2020
Excellence & Equity in Maths, STEM and Higher EducationMATSITI
Presentation at ATSIMA, Wollongong, 1st November 2016
Value Our Education, Value Our Future: Transforming Mathematics Education
2nd National Aboriginal and Torres Strait Islander Mathematics Conference
MATSITI: Where to next? Final stakeholder forum, Adelaide, 16 June 2016MATSITI
Sustainability and legacy for Aboriginal and Torres Strait Islander education and employment - presentation to the final stakeholder forum for the MATSITI project.
Background and data for senior HR and workforce officials forum in the schooling sector on progressing Aboriginal and Torres Strait Islander employment in Australian schools
Respect Relationships Reconciliation: How to be an effective educator:a unit of study for beginning teachers inAboriginal and Torres Strait Islander education
#OurMobTeach: a case study in sustainability and legacyfor Aboriginal and Torres Strait Islander education.
Presentation at National Aboriginal and Torres Strait Islander Education Conference (NATSIEC), Melbourne, 11 November 2015
The Aboriginal Leadership Scholarships Pilot (ALSP) Program provided two Aboriginal teachers aspiring to be site based leaders with the opportunity to participate in a semi- structured leadership pathway program which included support by outstanding school leaders.
Pathways to leadership in non-government schoolsMATSITI
A pilot project that encourages and supports Aboriginal teachers to aspire to school leadership through a case management model. A cohort of candidates was invited to participate in the project and was engaged with activities that would build their capacity, knowledge and understanding of school leadership.
Catholic Education South Australia (CESA) has developed a state based suite of programs that caters to Aboriginal and Torres Strait Islander students from Years 6-12 in catholic schools, staff of catholic schools and Indigenous students in tertiary education. Working towards the goals of MATSITI, CESA has been able to achieve attainable pathways for its Indigenous community across a broad spectrum of Indigenous students as a result of data collection, regular and consistent communication, and targeting specific schools who have made a commitment to our programs.
Barb Metzger, Faculty Co-ordinator, Tenison Woods College, CESA MATSITI consultant.
Scoring Goals is a project that utilises sport to connect Aboriginal and Torres Strait Islander peoples to a career in Health and Physical Education teaching.
This collaborative project utilises four sport-related programs to promote and recruit Aboriginal and Torres Strait Islander people into the UQ Bachelor of Health, Sport and Physical Education (BHSPE).
Presentation at MATSITI #OurMobTeach Conference, 1 October 2015
How can teaching and school leadership be promoted and supported as a career of choice
The Importance of Strong, Skilled and Deadly Leaders
Dave Hartley - Deputy Principal, Coomera Springs State School
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Aboriginal and Koorie Education Workers as Leaders
1. We Have Come To Share Our Story
A Leadership Program for Aboriginal and
Torres Strait Islander Teachers and
Koorie Education Workers in
Catholic Schools Victoria
Presenter: Delsie Lillyst (Gunditjmara & Bunitj)
Education Officer – Catholic Education Melbourne
#OurMobTeach
4. Delsie Lillyst – Gunditjmara & Bunitj
Born and raised in my mother’s country, the
Gunditjmara of southwest Victoria
Gunditjmara Family connections
Lovett/McDonald from Lake Condah
Egan/Rose from Framlingham
My father’s people are the Bunitj in the Northern
Territory
Kanoa/Rotumah Family
Minjilang, Croker Island
East Alligator region
5. Introduction
The ‘More Aboriginal and Torres Strait Islander
Teachers Initiative’, also known as MATSITI, is a project
established in 2011 to increase the number of
Aboriginal and Torres Strait Islander people working as
teachers in Australian schools.
This has included the implementation of several
research projects, workshops and programs to support
more enrolments in teaching degrees and retain
teachers in the profession.
6. CECV Project brief & summary…
The Catholic Education Commission of Victoria (CECV)
applied for MATSITI funding grant in September 2014
which was successful.
The project is titled: Leadership Program for Aboriginal
and Torres Strait Islander Teachers and Koorie
Education Workers in Catholic Schools.
7. CECV Project brief & summary…
The intended outcomes of the Project are:
to provide Aboriginal and Torres Strait Islander teachers
and Koorie Education Workers (project participants) with
the opportunities and skills to apply for leadership
positions in their schools;
that the project participants will encourage other
Aboriginal and Torres Strait Islander teachers to aspire to
leadership positions;
that the project participants will become promoters of
teaching as career of choice.
8. CECV Project brief & summary - unexpected outcome
Established a partnership between Catholic Education
Commission of Victoria and the Australian Catholic
University (ACU) in establishing accreditation status
for this and future Aboriginal education professional
learning activities.
Four of the participants have enrolled at a Masters
level to complete one unit of study.
On day five they each delivered a presentation as one
of their assessment tasks.
9. Mr Paul Munday
Mr Barry Soraghan
Education Officers
Aboriginal and Torres Strait
Islander Education
Catholic Education Commission of Victoria Ltd
(CECV)
Ms Catherine Henbest
Team Leader
Ms Delsie Lillyst & Mrs Helen Christensen
Aboriginal and Torres Strait Islander Education Officers
Ms Jeanette Morris
Aboriginal and
Torres Strait
Islander Education
Officer
Ms Bernadette McPherson
Senior Education Officer
Aboriginal and Torres Strait Islander
Education Ms Louise Levy
Education Officer
Aboriginal and Torres Strait
Islander Education
10. CECV response to participants
“This is important business. This is your business. Your
presence as Aboriginal and Torres Strait Islander peoples
offers something to Australian society that is difficult to
define, but invaluable to learning. You have put up your
hand to go into unfamiliar territory and make new
commitments to enrich your own learning. MATSITI
recognises this and we will wholeheartedly contribute to
such an important endeavour.”
Stephen Elder, Executive Director Catholic Education Melbourne
11. Process…
• Potential participants were identified through the CECV census
data and the annual Aboriginal and Torres Strait Islander
surveys that are completed by schools.
• Contact was made individually with each principal to explain
the focus of the program and to seek their endorsement of the
program.
• Gauged teacher interest in being involved in the project.
• Contact was made with 19 possible participants and 15
participants expressed interest.
• Two teachers explained that they were not interested, one was
resigning at the end of 2014 and another had left on maternity
leave in November 2014.
12. Process…
Teachers who expressed interest completed a survey
which gathered the following information:
• Years of service
• Positions of leadership currently or previously held
• What they hoped to gain from the program
• The project will focus on employing Aboriginal and
Torres Strait Islander Leaders and teachers to provide
this leadership program.
13. Findings from the survey…
Total of 21 Teachers in Catholic schools across Victoria
15 Koorie Education Workers
Teaching range: 2 years – 35 years
5 are in current leadership positions
Highest level – Deputy Principal
Leadership & professional learning programs
undertaken
Reasons for doing the program
Specific areas of leadership
14. The group used teacher responses from the survey to initiate a formula based on the key themes to
guide the development of the program and determine relevant guest speakers for the first day’s
program.
The following diagram provides an outline of learning leadership attributes to be considered as
guiding principles that should underpin the Leadership Program:
Aboriginal attributes for
learning leadership
Catholic attributes for
learning leadership
Reflection
Cultural Knowledge
Cultural Integrity
Deep Listening
Christ as a child
Learnings from
Elders
Silence
Journey to forever
Faith
Social Justice
Enculturation in
Catholic Ritual
Catholic Social
Teaching
These principles would also strengthen the intended outcomes of the project.
Establishing Aboriginal Educator’s Working Party
15. Loss of
Traditional
Knowledge
Separation of
the people from
their lands
How Government policies and outside influences
impacted on Victorian Aboriginal peoples…1800s
2015Our teachers and Koorie Education
Workers are survivors of this past and
ever-changing present landscape that
is Aboriginal Victoria/Australia …
16. Significant understanding - our cohort consisted of:
Aboriginal teachers
Teachers who are Aboriginal
Koorie Education Workers
This knowledge directed the program content and
delivery.
17. Quick discussion…
With the people next to you, answer this question…
What is the difference between an Aboriginal
teacher and a teacher who is Aboriginal?
The answer is complex, as there is no one single answer.
This complexity helped us design a program that was responsive
to our teachers’ individual journeys.
There are limitless opportunities for what they can
offer the profession.
18. • Aboriginal and Catholic Culture
• Aboriginal and Catholic Leadership
• Aboriginal and Catholic Voices
o Equal weighting to both cultures
The reference group focussed on 3 key themes:
19. What the project did…
• Offered a 5 day program = 1 x 2 x 2
• Saturated the program with culture, Aboriginal Elders
and leaders & Catholic leadership
• Invited participants to:
• map their personal story
• Locate themselves in the education landscape
• Journey to growth and change
• Ways to re-connect to their story/family/country
20. Successes - participant responses…
• bringing communities and individuals together
• Connecting people who were journeying alone and
giving us understandings, inspiration, knowledge and
a network to work with and people to share with.
• A greater understanding of the challenges facing
teachers and support workers
21. Successes - participant responses…
“I feel the program provided a very important
connection for a lot of us. Many would've felt
connected as teachers, but that doesn't quite nurture
the cultural nature of an Aboriginal Educator.
Getting successful education mob together helps them
solidify 'successful Aboriginal educator' as part of THEIR
identity as Aboriginal Educators.
I think MATSITI provided more than just a network for
some. I feel it's provided a much needed conversation
and safe space for all participants.”
22. Successes - participant responses…
“This program has sent me on a journey of discovery,
similar to my Aunty who 40 years ago did a 'Sally
Morgan - My Place' trip of discovery to find kin and
trace our extensive history in the NT.
I have now felt proud to get up and run a whole
school assembly during reconciliation week, and
share mine and my grandmother’s story.
To explain to everyone on why we say “Sorry”.”
23. Challenges - participant’s responses…
Going it alone if others are not nearby to support and
facilitate further personal and professional growth.
Connecting into our local communities may be more
challenging than we think.
Facing the white fragility that exists everywhere in our
education system and going gently through the process of re-
educating.
Indigenous knowings about leadership being married with
the current infrastructures that we work in in schools.
How we can build knowledge with our staff, schools and
parish as well as communities to celebrate and recognise
First Nations Peoples'
24. Challenges - participant’s responses…
The call to connect with community is by far the greatest
challenge apart from the personal challenge of accepting
my responsibility in owning my heritage.
Within the group there has been a general consensus of
not knowing where to go with this new information and
sense of commitment to build the educational standards
for indigenous teachers and students…
25. What will continue - participant & CECV responses
Establish a CECV Aboriginal and Torres Strait Islander Teacher
Network in 2016
Connections - a desire by people to remain connected and to
be able to share their journey more openly.
Further professional learning.
Teachers stepping forward identifying that they are Indigenous.
Learning to listen with different ears.
To stop using ignorance as a reason to not acknowledge First
Nations Peoples.
Embedding Aboriginal and Torres Strait Islander knowledge,
history and culture in our curriculum.
Taking chances and possibly making mistakes. Being prepared
to have a go and apologise if we/they get it wrong.