KOORIE EDUCATION & LEARNING PLAN
The Koorie Educational Learning Plan (KELP) is a government initiative to close the gap between Indigenous and non-Indigenous student educational outcome in regard to the areas of literacy and numeracy. The program focuses on six priority areas that need to be addressed in order to improve educational outcomes for Aboriginal and Torres Strait Islander students. These six priority areas are: ‘readiness for school, engagement and connections, attendance, literacy and numeracy, leadership, quality teaching and workforce development, and pathways to future education, training and employment outcomes’ (Department of Education and Early Childhood Development (DEECD), 2012). As educators we are responsible for providing the best learning outcomes for all our students in accordance with government policies and expectations.
When establishing the KELP it is important to set goals that are appropriate, I would aim to challenge my students but still provide them with ample opportunities for success. It would also be important to have the student voice present in the KELP to ensure that they understand why these goals are important to them and confirm that outcomes are relevant promoting motivation and commitment to achieving the set goals.
Within the Koorie Education Resource document there are some suggestions for ways that educators and school communities to develop culturally responsive and supportive learning environments. Many of these concepts are in line with my own personal beliefs about education for Indigenous students. This includes focusing upon developing strategies that center on a child’s strengths and abilities rather than their inadequacies (DEECD, 2012). This can be important to showing a student their potential and encouraging their future development. Providing students with the opportunity to succeed in the classroom is of great importance to myself as an educator. It also states that schools should ensure that they create an environment that ‘respects, recognises and celebrates cultural identity through practice and curriculum’ (DEECD, 2012). This is important in developing a child’s sense of identity and belonging. It is also important for Indigenous students to understand that their cultural history and connection is important and valued by the people in their educational setting. It is a positive step to individualise students learning outcomes and focus teaching and classroom strategies to build upon a learners current abilities and skills. It allows for programing and planning to be focused upon specific learner needs and intentional teaching in relation to outcomes that have been defined. Including ways to develop partnerships to assist in achieving learning outcomes for students is a positive inclusion and may assist teachers in the engagement of families, parents and caregivers.
However it may be unfavorable to assume that all Aboriginal and Torres Strait Islander students will require and Individualised Education Plan, or that because they are Indigenous that they will not be able to cope with the demands of the classroom or school community. It would however be appropriate for all students regardless of their cultural background to have individualised learning goals and plans for achieving these outcomes.
The Koorie Education Learning Plan is an initiative that aims to close the education gaps between Indigenous and non-Indigenous students, which is a positive step in improving outcomes however, the impact of developing a program that separates Aboriginal and Torres Strait Islander students from students of other cultural backgrounds should be considered. All students and their families should know that their child’s learning and development is being carefully considered by educators and know that their child’s individual needs are being supported.
When establishing the KELP it is important to set goals that are appropriate, I would aim to challenge my students but still provide them with ample opportunities for success. It would also be important to have the student voice present in the KELP to ensure that they understand why these goals are important to them and confirm that outcomes are relevant promoting motivation and commitment to achieving the set goals.
Within the Koorie Education Resource document there are some suggestions for ways that educators and school communities to develop culturally responsive and supportive learning environments. Many of these concepts are in line with my own personal beliefs about education for Indigenous students. This includes focusing upon developing strategies that center on a child’s strengths and abilities rather than their inadequacies (DEECD, 2012). This can be important to showing a student their potential and encouraging their future development. Providing students with the opportunity to succeed in the classroom is of great importance to myself as an educator. It also states that schools should ensure that they create an environment that ‘respects, recognises and celebrates cultural identity through practice and curriculum’ (DEECD, 2012). This is important in developing a child’s sense of identity and belonging. It is also important for Indigenous students to understand that their cultural history and connection is important and valued by the people in their educational setting. It is a positive step to individualise students learning outcomes and focus teaching and classroom strategies to build upon a learners current abilities and skills. It allows for programing and planning to be focused upon specific learner needs and intentional teaching in relation to outcomes that have been defined. Including ways to develop partnerships to assist in achieving learning outcomes for students is a positive inclusion and may assist teachers in the engagement of families, parents and caregivers.
However it may be unfavorable to assume that all Aboriginal and Torres Strait Islander students will require and Individualised Education Plan, or that because they are Indigenous that they will not be able to cope with the demands of the classroom or school community. It would however be appropriate for all students regardless of their cultural background to have individualised learning goals and plans for achieving these outcomes.
The Koorie Education Learning Plan is an initiative that aims to close the education gaps between Indigenous and non-Indigenous students, which is a positive step in improving outcomes however, the impact of developing a program that separates Aboriginal and Torres Strait Islander students from students of other cultural backgrounds should be considered. All students and their families should know that their child’s learning and development is being carefully considered by educators and know that their child’s individual needs are being supported.