Page 752 - Week 03 - Tuesday, 26 February 2013
Performance in Aboriginal and Torres Strait Islander education—annual report
Paper and statement by minister
MS BURCH (Brindabella—Minister for Education and Training, Minister for Disability, Children and Young People, Minister for the Arts, Minister for Women, Minister for Multicultural Affairs and Minister for Racing and Gaming): For the information of members, in accordance with the resolution of the Assembly of 24 May 2000, as amended on 16 February 2006, I present the following paper:
Aboriginal and Torres Strait Islander Education—Annual report 2011-2012
I seek leave to make a statement in relation to the paper.
MS BURCH: I am pleased to present to the Assembly the report on Aboriginal and Torres Strait Islander education for the period July 2011 to June 2012.
This is the second report on Aboriginal and Torres Strait Islander education matters: strategic plan 2010-2013 and highlights the achievements of ACT public schools in improving learning outcomes for Aboriginal and Torres Strait Islander students.
This report is structured around the four domains of the Aboriginal and Torres Strait Islander education matters: strategic plan 2010-2013. Highlighted in this report are achievements made in the delivery of quality curriculum, literacy and numeracy, engagement with Aboriginal and Torres Strait Islander communities, retention of students to year 12 and work done to continue to build the capacity of staff to work effectively with Aboriginal and Torres Strait Islander students.
In the learning and teaching domain, the directorate supported schools in developing culturally explicit cross-curriculum learning plans in the areas of English, mathematics, science and history. In this reporting period, funds totalling $98,500 were allocated to schools to support the provision of targeted support for individual or small groups of Aboriginal and Torres Strait Islander students. Also in this reporting period, funds totalling $236,500 were allocated to high schools and colleges to enable the provision of subject-specific academic support to students. This initiative is one factor that contributed to 95 per cent of Aboriginal and Torres Strait Islander students successfully completing school with a year 12 certificate.
The directorate continues to promote a deeper understanding of and commitment to reconciliation. The directorate supported the development of 15 reconciliation action plans at a local school level. The plans were developed either by individual schools or by a cluster of schools in partnership with their Aboriginal and Torres Strait Islander community. Supporting students at key transition points of their schooling becomes a focus of the 23 schools in the north Canberra and Gungahlin school network. Schools collaborated with each other and the parents and care givers of Aboriginal and Torres