Page 753 - Week 03 - Tuesday, 26 February 2013
Strait Islander students to develop structured transition plans to support students as they move from one educational setting to the next.
During this reporting period the directorate worked closely with key Aboriginal and Torres Strait Islander community groups to seek advice and input at all stages of the design and development of new schools across the ACT. A key example of this is the advice provided to guide the design of the school in Bonner. In the pathways and transitions domain, the directorate made a concentrated effort to work with Aboriginal and Torres Strait Islander students and their families. Students from high schools and colleges were able to access employer groups, universities and the CIT to hear current information about the range of courses being offered and what the requirements are to enrol in those courses.
Student aspiration programs continued to support 128 Aboriginal and Torres Strait Islander students from year 5 to year 12. Sixty per cent of these students were regularly engaged in activities offered through the aspirations program, including university taster days, workshops delivered by the CSIRO and the ANU Medical School. Seventeen senior students visited universities in Melbourne, with one student being offered a full scholarship to the University of Melbourne, where he is enrolled in a Bachelor of Arts degree.
In addition to support through the student aspirations program, 43 Aboriginal or Torres Strait Islander students were enrolled in a diverse range of Australian school-based apprenticeships in 2011.
In the leadership and corporate development domain, the directorate worked with school principals to embed Aboriginal and Torres Strait Islander education programs in school plans and delivered quality professional development activities to principals and other staff.
Five school leaders participated in the leadership in Aboriginal and Torres Strait Islander education offered by the Stronger Smarter Institute at the Queensland University of Technology. There are now a total of 13 staff in school leadership positions across the ACT who have completed this program.
This report identifies the work being done in ACT public schools and throughout the central office to improve learning outcomes of Aboriginal and Torres Strait Islander students. The report also identifies how the directorate is providing students and staff with opportunities to learn about the diversity of Aboriginal and Torres Strait Islander peoples and their cultures. As stated, this is the second report on Aboriginal and Torres Strait Islander education matters: strategic plan 2010-2013. I look forward to providing additional reports as they come through.
Ms Burch presented the following paper:
Canberra Institute of Technology Act, pursuant to subsection 6(4)—Canberra Institute of Technology Ministerial Direction Revocation 2013 (No 1)—Notifiable Instrument NI2013-43, dated 29 January 2013.