# | Checklist Question | Answer |
---|---|---|
Name | ||
1 | The school has engaged the local Aboriginal and Torres Strait Islander community to provide local role models and mentors for students. | |
2 | Classroom teachers meet with their Aboriginal and Torres Strait Islander students’ parents. | |
3 | Parent meetings with Aboriginal and Torres Strait Islander parents are held off the school site if requested. | |
4 | The school is involved in activities within the Aboriginal and Torres Strait Islander community. | |
5 | We track the literacy and numeracy outcomes of our Aboriginal and Torres Strait Islander students. | |
6 | We use a wide range of culturally diverse and appropriate Aboriginal and Torres Strait Islander teaching and learning materials. | |
7 | Teachers know who their Aboriginal and Torres Strait Islander students are, and understand the importance of their identity and family connections. | |
8 | Teachers are aware of the individual learning needs and strengths of their Aboriginal and Torres Strait Islander students and demonstrate this in their planning and teaching strategies. | |
9 | They have developed a variety of teaching strategies in order to give students access to other learning styles. | |
10 | Our school is providing appropriate literacy support that will result in accelerated outcomes for individual Aboriginal and Torres Strait Islander students. | |
11 | We have individual learning programs for all Aboriginal and Torres Strait Islander students. | |
12 | Aboriginal and Torres Strait Islander Students are represented in our gifted and talented programs. | |
13 | Our Aboriginal and Torres Strait Islander students have equal access to the Reading Recovery program. | |
14 | We run a series of transition programs for Aboriginal and/or Torres Strait Islander students. For example, Pre school,Years 2-3,Years 6-7,Years 10-12. | |
15 | Teachers develop appropriate programs of work adapted to meet the individual needs of students. | |
16 | Aboriginal and Torres Strait Islander education issues are regular items on our staff meeting agenda. | |
17 | We have a specific targeted engagement program in place for Aboriginal and Torres Strait Islander students that can be measured through improved attendance. | |
18 | We provide leadership opportunities for our Aboriginal and Torres Strait Islander students. | |
19 | We track our mobile/transient students and provide receiving schools with appropriate information to ensure continuity of education programs. | |
20 | We have narrowed the achievement gap between Aboriginal and Torres Strait Islander students and non-Aboriginal and Torres Strait Islander students in literacy and numeracy. | |
21 | We have visited the Koorie Learning Resources website (state and sector-based). | |
22 | The school has a Health and Wellbeing Education Committee with representation from parents and other relevant community members such as Aboriginal Police Liaison Officers, local Elders and Aboriginal Health Workers. |