Legislative Assembly for the ACT: 2018 Week 04 Hansard (Thursday, 12 April 2018) . . Page.. 1479 ..
Ms Berry: The answer to the member’s question is as follows:
(1) The chief costs of developing the cultural integrity policy direction were approximately equivalent to 2 FTE staff over twelve months to develop and implement the policy direction, supporting resources, training, stakeholder engagement and communications. Additional costs included the time contributed by a wide range of stakeholders and internal advisory bodies during the policy development process.
(2) All ACT public schools are expected to be building their cultural integrity from 2018.
(3) Cultural integrity will benefit all students in all schools. Aboriginal and Torres Strait Islander students will benefit from seeing more of their perspectives and cultures in their school environments, and embedded throughout the school curriculum. Non-Indigenous students will benefit from learning more about the contribution Aboriginal and Torres Strait Islander peoples and cultures make to Australian society.
Cultural integrity will mean something different for each school, as each school’s story and community is unique. Schools have the discretion to respond as best fits their circumstances.
(4) The resource toolkit developed to support cultural integrity is primarily aimed at supporting school leaders and teachers to build school cultural integrity. The toolkit provides access to a range of resources which support different cohorts of students. This includes resources specific to different ages and subject areas.
(5) Cultural integrity is not a program approach, but rather a new policy direction: ‘schools that meet the needs and aspirations of all Aboriginal and Torres Strait Islander students’.
Schools are building their cultural integrity when they are:
a) Engaging with their local Aboriginal and Torres Strait Islander community;
b) Embedding Aboriginal and Torres Strait Islander perspectives, languages and cultures throughout the curriculum;
c) Showing leadership, and celebrating Aboriginal and Torres Strait Islander achievements and dates of significance; and
d) Fostering an environment of high expectations for Aboriginal and Torres Strait Islander students, and supporting successful student transitions.
(6) The Directorate is currently developing evaluation and accountability measures for cultural integrity.
(7) The Directorate is currently developing evaluation and accountability measures for cultural integrity. All existing data and reporting opportunities will be considered as part of this process.
(8) Cultural Integrity was developed during 2016 and 2017 in close consultation with a wide range of people and groups, including:
a) Aboriginal and Torres Strait Islander Policy Group – representatives from across the Directorate with responsibilities or interests in Aboriginal and Torres Strait Islander student support, including school staff and Education Support Office staff.
b) Education Directorate Aboriginal and Torres Strait Islander staff network.
c) ACT Aboriginal and Torres Strait Islander Education Consultative Group.