Protocols for Koorie Education in Victorian Primary

and Secondary Schools

http://www.vaeai.org.au/_uploads/_ckpg/files/ProtocolsDocVAEAIONLI
NE25June15.pdf

been discussed and authorized by the VAEAI and

representatives form VAEAIS (Victorian Aboriginal Education
Association) LAECGs (Local Aboriginal Education Consultative
Groups)
protocols are for Koorie education in Vic Schools that outline
principles, procedures and behaviours requested of the
education sector in Vic to demonstrate respect to Koorie
communities
To help build learning partnerships between schools, teachers
and communities.
Koorie is a contemporary collective or group term. Aboriginal
people whose traditional lands and waters exist within Victoria
are often collectively called Koorie.
Some indigenous people prefer to be called Aboriginal, others
Indigenous and Indigenous people from Torres Strait Region
prefer Torres Strait Islander to Islander.
The best way to find out which terms to use when referring to
our community is to listen to Koorie community members
themselves and hear what they use to describe themselves
culturally.
Country (with a capital) refers to traditional lands of a
particular language/cultural group eg. Boon Wurrung Country.
Nations refers to larger grouping or language groups, in
geographic cluster combining social, political and/or
linguistically eg Woiwurrung, Boon Wurrung, Wathaurong and
Taungurung make up the Eastern Kulin nations.
AUSVELS requires that schools incorporate Aboriginal and
Torres Strait Islanders histories and cultures as on of the crosscurricular priorities.
APST Australian Professional Standards for Teaching includes
requirements for both teaching Koorie students and teaching
Aboriginal and Torres Strait Islander content to all students.
The APST requires that all teachers possess specific training
and experience in: 1.4 Strategies for teaching Aboriginal and
Torres Strait Islander Students 2.4 Understanding and repect
Aboriginal & Torres Strait Islander people to promote
reconciliation between Indigenous and non-Indigenous
Australians.
For Koorie Children
Honour all Koorie children as they are all precious in Victoria

To nurture each and all Koorie Children as they grow to be

custodians and protectors in their community
To provide education and services which meet their
aspirations for success in their own lives and families
Strategy and Actions recommended
child-centred and individual focused policy in action
family orientated and success oriented family-determination
in policy and in action from early childhood on
proactive and unapologetically addressing closing the gap
for vulnerable children.
Respectful of gender. Need to respect that aspects of teaching
Koorie students might extend to traditional and sacred genderheld business referred to womens business mens
business. If concerned if any curriculum content is heading
into gender business teachers can consult with local LAECG or
VAEAI or check with regions Koorie Education Coordinator.
For all Victorian Children
All victorian students need to learn to appreciate:
The natural sovereignty which Aboriginal & Torres Strait
Islanders Peoples across Australia prior to invasion,
colonization and Federation
The major events which effected Koorie communites since
colonization
The rich heritage which todays First Peoples hold for Australia
Invaluable contribution to the development of this nation
Koorie communities in Victoria are many peoples 34-40
language groups
Victoria is home to many Aborigianal and Torres Strait Islander
Peoples from many groups across Australia
Identity is determined only by Aboriaginal & Torres Strait
Islander people

Protocols for engagement between Koorie communities and

schools
Non-Indigenous person should hold back from using Aunty or
Uncle title unless the Elder or respected person has invited
the non-Indigenous person to use these titles, or another
Koorie community member has recommended its use
A Non-Indigenous person is advised to not get too familiar by
using their titles unless that person has been introduced or
has introduced themselves using this title.
Partnerships require clear roles between the school and local
Koorie community and the appropriate, precise defining of
roles of memebers of our community and education

personnel. By agreeing clearly who does what, partnerships

can flourish.
Any provision of education services incolving Koorie children
or Koorie curriculum should ne done in consolutation with the
appropriate LAECG/s in the region
schools must understand that non-Koorie people cannot know,
determine and direct what is appropriate for Koorie Victorians.
1.VAEAIsLAECGsaremadeupoflocalKooriecommunitymemberswho
volunteertheirtimebecausetheywanttoseebetteroutcomesforourpeople
througheducationandtraining.
2.LAECGsarerecognisedastheprimarysourceofadviceoneducationand
trainingmattersatthelocallevel.
3.LAECGsparticipateasequalpartnersintheplanning,development,
operation,monitoringandevaluationoflocaleducationprogramscontaining
Kooriecontent.
4.CentralandRegionalDETstaffwillensurethattheyworktogetherwith
VAEAIanditsLAECGstoimplementthispartnership.
5.AnyprovisionofeducationservicesinvolvingKooriechildrenorKoorie
curriculumshouldbedoneinconsultationwiththeappropriateLAECG/sin
theregion.
6.NeweducationandtraininginitiativesforKooriechildrenorcurriculum
containingKooriecontent,willbeapprovedandcommencedataschoolonly
aftertheyhavebeenendorsedbyVAEAI.
The Wannik Guide for Victorian schools, Welcome to Country
and Acknowledgement of Country, developed in partnership
between VAEAI and DET, sets out the protocols for respectful
acknowledgement of and ceremony involving the Traditional
Owners across Victoria.
An official Welcome to Country can only be provided by a
member of the Traditional Owner group from the Country
where the event is taking place, and is performed on
ceremonial and other significant occasions to follow traditional
protocols and show appropriate respect.
Protocolsforcurriculum,teachingandlearning
1.Recognitionandrespectisthefundamentalvalueforcurriculum,teaching
andlearninginVictoriaaboutourFirstPeopleshistory,cultureand
perspectives,alongwithdevelopingknowledgeofandunderstandingabout
thediversityofcommunitiesandculturalgroups.
2.Kooriepeoplespeakfortheirlocalcommunities.
3.KooriechildrenarenottobesingledoutinschoolsasexpertsonKoorie
cultures,historiesandotheraspectsofcurriculumlocalknowledgeand
wisdomascontributionstocurriculumcanbesourcedfromLAECGs,
VAEAI,theKEWandarangeoflocalKooriecommunitybased
organisations.
4.Curriculumcontentandresourcescoveringanyaspectsofourhistory,
culture,valuesandperspectivesshouldbeendorsedbythelocalKoorie
communityforschoolsthismeansyourlocalLAECGshouldideallybe

invitedtopartnerinthedevelopmentofyourschoolcurriculumplans;andbe
invitedasguestspeakersatschool.Wegreatlyencouragedialoguewith
parents,LAECGsandotherappropriatecommunitygroupstoprovidearich,
contextaccuratecurriculumforallstudents.
5.CurriculumresourcesdevelopedbyLAECGs,VAEAI,oraKoorieperson
cannotbeappropriatedandownedbytheeducationsystem.Intellectual
Property(IP)rightsormoralauthorshipoftheindividualorcommunityneed
toberespectedandacknowledged;andanyotherrightsnegotiated(suchasa
licensingagreementtouseartwork).Appendix2outlinesindetailVAEAIs
protocolsfordevelopmentofcurriculumcontentandresources.
6.Recognitionthatfamilycomesfirstisacorevalueforourpeopleandthisis
alivedpriority.
WhenteachingKoorieperspectives(AboriginalandTorresStraitIslander
historiesandcultures)applyamodelwhichfocusesatthelocallevelfirst,
followedbyregional,state,nationalandinternationalindigenousperspectives
http://www.vaclang.org.au/item/aboriginallanguagesofvictoria.html
andtheAboriginalAustraliawallmap(AIATSIS)isavailableat
http://www.aiatsis.gov.au/asp/map.html
AnonlinemapoftheTorresStraitIslandsidentifyingthefivegeographically
andculturallydistinctmainregionsorislandgroupscanbefoundat:
http://www.nma.gov.au/exhibitions/bipotaim/torres_strait

Allinserviceteachersandotherpractisingeducationstaffareaskedto
undertakeprofessionaldevelopment(PD)toensuretheyhavetheskillsand
confidenceto:
teachKooriestudentsinaculturallysensitive,appropriateway
demonstrate,throughexample,theimportanceoftheschoolenvironment
beingculturallyinclusiveandappropriateforKooriestudentsandfamilies
incorporateAboriginalandTorresStraitIslanderhistories,culturesand
perspectivesintheirteachings.Schoolsorteacherscanseekinformationon
PDoptionsfromtheLearningandTeachingDivision,DETCentralOffice,or
theVictorianInstituteofTeach
The VAEAI website offers a variety of resources to assist preservice and in-service teachers and can be accessed at
http://www.vaeai.org.au/support/dsp-default.cfm?loadref=126
AnaccurateunderstandingandteachingofAustraliashistoryshouldbe
foundeduponAustraliascomplex,ancientIndigenousculturalhistory,noton
recentexamplesinthelast200yearsofEuropeansdiscoveringaspectsof
AustraliathathavebeenwellknownbyourFirstPeoplesfortensofthousands
ofyears.E.gLawrenceHargravesdiscoveredgoldinNewSouthWales
WRONGLawrenceHargraveswasthefirstEuropeantohavehisfindingof
gold,onWiradjuriland,madepublicCORRECT5
InVictoria,TheGarrinGarrinEducationStrategyforKooriestudentsrequires
allgovernmentschoolstoprepareIndividualEducationPlans(IEPs),Career
ActionPlans,andTransitionPlanswhererelevant,foreveryKooriestudentin

theirschool,sothatissuesidentifiedwithliteracy,mathsandscienceskillsare
addressedasearlyaspossible.
FormoreinformationonKELPsgoto
http://www.education.vic.gov.au/about/programs/aboriginal/pages/wanniklear
ningplan.aspx
Wheninvitingalocalmemberofourcommunitytosharetheir
knowledge,theschoolshould:
AsktheLAECGtonominateacommunityrepresentative/s,orifanindividual
hasalreadybeenrecommendedadvisetheLAECG,andensuretheLAECG
thattheguestspeakerwillbetreatedwithcareandrespect
Arrangetospendtimewiththeguestspeakerbeforetheclassroomorschool
event,todiscussthecurriculumtopicsandplan,especiallytocheckifthere
areanysensitivityissues,andtobuildtrust
Discussanyfeesandreimbursementcostsandplanaccordingly
Arrangeanytravelandtransportrequirementsfortheguestspeakerifthey
needit
Encouragetheguestspeakertobringafamilymemberorfriendwiththem
forsupport,especiallyifthereisanyconcernaboutcomingtotheschoolalone
Discussanyassistanceneededordifficultiessuchaswheelchairaccessorno
stairs(lowsteps)
Provideawelcoming,informalsettingfortheguestspeaker(eg.ina
classroomhavechairsinacircle)
Ensurestudentsknowthetitleandnameoftheguestspeakertheymustuse
toshowrespect
Ensuretheguestspeakerknowsthattheydonotneedtodiscussanything,or
answeranyquestions,thattheyarenotcomfortablewithandshouldthe
sessionbecomeunexpectedlyuncomfortableforthemthentheyhavefree
choicetowithdrawfromit
Ensuretheguestspeakerknowsthattheteacherandschoolwillnotcondone
anystudentmisbehavior,andshouldanyoccur,thattheteacherwillrespond
immediately.

If a task or unit will require students to actively develop or produce a

replica of a Koorie, Aboriginal or Torres Strait Islander cultural expression,
consultation with the Koorie, Aboriginal or Torres Strait Islander Community
that owns the cultural expression is required. (Information from http://www.education.vic.gov.au/school/teachers/teachingresources/diversit
y/Pages/koorieart.aspx)
WebLinks:
http://www.education.vic.gov.au/school/teachers/teachingresources/diversity/Pages/koorieart.
aspx
http://www.education.vic.gov.au/about/contact/Pages/wannikregional.aspx(KoorieEducation
CoordinatorContactdetails

http://www.aiatsis.gov.au/asp/map.html

http://www.nma.gov.au/exhibitions/bipotaim/torres_strait
https://www.qcaa.qld.edu.au/k12policies/aboriginaltorresstraitislander
perspectives/supportmaterials
http://australiacouncil.gov.au/about/protocolsforworkingwithindigenousartists/
https://museumvictoria.com.au/
http://creative.vic.gov.au/
http://www.nma.gov.au/history/aboriginaltorresstraitislandercultureshistories