Focus Questions

1. CURRICULUM: Where and to what extent is the culture, history and contemporary development of Indigenous people studied in our school? Who has access to these learning opportunities?
   
   
2. TEACHING: Who is involved in the learning and teaching of Indigenous education at our school? Are these discrete activities or are they taught across the curriculum'? how many teachers have participated In specialist training? What level of support is being provided for practicing teachers, liaison and administrative staff as well as parents?
   
   
3. RESEARCH: What are the implications of current research on Indigenous education for our school? The IESIP evaluation identified four fundamentals associated with the improvement of outcomes for Indigenous students: they must be given respect; their culture and its relevant implications must be respected, they must be taught well; they must attend consistently. What do these findings mean for Narrabundah?
   
   
4. RESOURCING: How much of our school's budget is ? and should be ? allocated to the further development of Indigenous education? What kinds of internal and external sources of funding are utilised at present? What capacity is there for us to share additional resources with other schools and community groups? How well do we report our outcomes and achievements in Indigenous education to stakeholders and the wider community?
   
   
5. PARTICIPATION: To what extent has our school actively embraced the Indigenous community(ies)? How are we actively encouraging the participation of Indigenous students, parents, elders and community members? Which of our strategies do we know are proving to be most effective? Why? What might we do to improve further the concept of 'genuine' participation?
   
   
6. ISSUES: What is the most significant issue facing our school in relation to Indigenous education? Could our students conduct research to identify the views of peers, parents and teachers to identify key issues such as reconciliation, resourcing, racism etc in Australian society?
   
   
7. PRIORITIES: What does our school regard as its top priority for action in the area of Indigenous education? Could we identify a set of outcomes to be achieved in the short, medium and longer term? Could we have a go at identifying outcomes as well at the local, state and national levels?