The Aboriginal and Islander Independent Community School was first established in 1986 with an aim to promote the development of Indigenous students as independent and skilled people who are culturally, morally and socially responsible; employable, capable of self-fulfilment and of contributing to society.
In 1987, the school received full registration status with the Queensland Department of Education, which certified its application requirements with the Association of Independent Schools of Queensland and agreement with the Commonwealth.
As school became officially recognised for its unique cultural identity and provision of accredited primary education and has since remained the only Indigenous Independent Primary education provider in South-east Queensland.
This milestone in Indigenous Education was for the school's community, a significant move towards eliminating barriers that impede Indigenous students access to, and participation in, mainstream primary education.
For the first ten years of operation, the school was located in a leased, disused Catholic primary school in Highgate Hill. This situation was not ideal as there were no playing areas for the children and access only to three classrooms. The school was asked to relocate during 1995 as the site did not meet Workplace Health and Safety standards and cost of upgrade was well beyond the means of the Parish Council.
The move to this sites meant a marked improvement in the overall environment of the school, however, space allotted meant there was still a restriction on enrolments.
(1) In Brisbane's Metropolitan West Region, one school reported: "although Aboriginal and Torres Strait Islander students made up approximately 30 per cent of total students, Indigenous students comprise 70 per cent of all school suspensions" (1) (Queensland Department of Education, Review of educational provision for Aboriginal & Torres Strait Islander students in Brisbane's West Region, 1995:5)
The move to the current site has meant much to the school community even though the plant is in a rundown delapidated condition; the school has already rectified the most outstanding concerns including; * Repairs to stairs, handrails, replacement of weather boards Block A. Additional supports to dry rot area and Block C cladding replacement. Repairs to grandstand. * Underpinning Library * Roof cladding * Swimming pool repair - water loss * All electrical defects * Security lighting * Installation play equipment (x2) * Complete renovation Block C - now seminar/conference room *
Our establishment in this new site has meant many changes for the students and broader Indigenous community, largely due to the fact that we now have space and facilities and are in a position to negotiate more shared responsibility with other Indigenous service providers. To elaborate:
* Dental Block on site remodelled by Aboriginal and Islander Community Health Service to become an out clinic of service, operates once per week with doctor and 2 nurses on site. Our children and families able to access this service; * Indigenous Health now able to monitor children's hearing health on site on a regular basis, currently some 35% of children enrolled suffer some hearing loss; * Nutrition program expanded to cover not only breakfast but morning tea and lunch; * Literacy classes for parents and others three days per week funded through Making Space Association. These classes operate 2 days per week, currently 12 people attending.
The change in physical environment has meant the children now have the facilities to play a greater variety of sports and with being able to increase numbers we have been able to field teams in District Sports.
The swimming pool facility has meant regular swimming classes and field
extensive training.
GOAL 1 - To establish effective arrangements for the participation of Aboriginal parents and community members in decisions regarding the planning, delivery and evaluation of pre-school, primary and secondary education services for their children.
Language Advisory Committee (Literacy) The Language Advisory Committee was established in 1996 to monitor the implementation of the Specialist Literacy Intervention Program.
Current Members: ATAS Co-ordinator (Non-Indigenous) Contracted literacy intervention specialist (Non-Indigenous) Principal (Non-Indigenous) Teaching representative (Indigenous) Board member (Indigenous) Parents (3, Indigenous)
This committee oversees the implementation and monitors the progress of the Specialist Literacy Intervention Program. This program was developed in response to the evident literacy gaps within the school population (Literacy Intervention Report).
Numeracy Advisory Committee The school made a decision to concentrate on literacy intervention in 1996 based on the following information:
The results of the 1995 Year 6 test;
The indications emanating from the Year 2 diagnostic net.
A fair proportion of the 1995 Year 6 population (75%) were age appropriate in all areas of numeracy, with 50% of this sample falling in the upper end.
This was opposed to 25% of the same population being age appropriate in all areas of literacy.
Although the gaps were not as wide in the data collected in the Year 2 diagnostic net, data indicated that more children were closer to age appropriateness in literacy than numeracy.
In the latter part of 1996, an informal numeracy intervention program began but not to the same organisational level as the literacy intervention program.
In 1997 an intensive numeracy intervention program was initiated, interim results (see Monitoring Group Report) reflected that this program too was proving to be effective, but not to the extent of the Literacy Program.
Parental and board participation in this program have been integral to
both focus and design.
The school's ASSPA committee functions well and is made up of parent, school and board representatives. It is actively involved in the school and gives parents an opportunity to have an input into the formal channels of educational decision-making. Participation in the committee allows parents to gain experience of working with a committee system and through discussions, gives them the necessary skills and opportunities to put forward ideas of how best ASSPA can serve their school.
The ASSPA committee is involved in fund raising, selection of resources, student excursions and camps and providing reports to the Board.
Board of Directors The Board of Directors numbers 8 and these numbers are elected at the Annual General Meeting. The present Board consists of:
The Board meets on a monthly basis and reports from the Principal and
staff are standard agenda items. The expertise of the Board members and
their standing in the wider community enhances the breadth of experience
that is available to the Board in making decisions regarding curriculum,
policy direction and administrative practices. With the planned expansion
of the school, it is envisaged the Board will grow to 12 members.
The school arranges morning teas and school periods where the Aboriginal Elders are invited to participate in the life of the school. It has been a policy of the school to have the Aboriginal Elders involved in cultural activities with the students, and this is appreciated by the students. The school arranges transport for the Elders to ensure they continue to have this vital link with the school and students.
The Board also calls on the Aboriginal Elders to give guidance and help with the running of the school. The Aboriginal Elders occupy a high place of respect and their knowledge and wisdom is respected by Parents, Students and the Community.
Open Days/Fund Raising The school schedules Open Days where parents and community members are invited to attend to learn more about the school's activities and participate in the school curriculum with the students. It provides an important opportunity for parent/community interaction with students and staff. In addition, it allows the Board of Directors to meet with the parents who have chosen to enrol their children in this school.
Fundraising is sometimes difficult given the circumstances of parents and
the community, however, the school believes that it is an important aspect
of the school, and while sometimes the monies raised may not be as high as
expected, again the opportunity is given that allows parents, students and
community members to meet on an informal basis and maintain a close link
to the school.
Part of this is due to the fact that the school has and will continue to encourage
parents, students, Elders and the community to have access to, and be
involved in all aspects that have a bearing on the education of students
at the only Aboriginal and Islander Independent Community School in the
South East region of Queensland.
Student Teachers The school provides access for Indigenous and non-Indigenous student teachers from inter and intrastate universities to engage in accredited practical teaching experiences.
Community Service The school provides access for post-release prisoners and community service offenders to undertake voluntary work experiences at the school.
New Initiatives In 1997 the school agreed to place Indigenous social work students in their final 6 month placement. We also provide placement for students studying Human Resources and Management.
The school is also developing links with other Aboriginal education services such as Dhagun-Gur, Ngutana-Lui.
As is evident from the above, the school is developing appropriate mechanisms that allows for and encourages involvement from the wider community.
Expansion will mean that these activities will gain in momentum under the careful guidance of the elected Board of Directors.
GOAL 2 - To increase the number of Aboriginal people employed as educational administrators, teachers, curriculum advisors, teachers' assistants, home-school liaison officers and other education workers.
The current staffing level at the Aboriginal and Islander Community School Inc is composed of the following:
FULL TIME PROFESSIONALS Principal Non-Indigenous Year 1 Indigenous Year 2/3 Indigenous Year 3/4 Non-Indigenous Year 4/5 Indigenous Year 6 Indigenous Year 7 Indigenous Year 8 Non-Indigenous Family Support Worker Indigenous CONTRACTED PART-TIME Music Indigenous Home Economics Indigenous Computer Studies Indigenous Art Non-Indigenous FULL TIME PARA - PROFESSIONALS School Officer - Administration Indigenous School Officer - Teacher Aide Indigenous Bus Driver / Janitor Indigenous Bus Driver / Nutrition Indigenous Bus Driver / Traineeship Indigenous Groundsperson Indigenous Cleaner Indigenous CONTRACTED TUTORS Twelve (12) Indigenous Three (3) Non-Indigenous
GOAL 5 - To provide education and training services to develop the skills of Aboriginal people to participate in educational decision making. There has been increasing demand from our parent and care-giver community to facilitate adult learning at the school. The types of demand include:
(1) literacy; (2) numeracy; (3) self - empowerment; (4) parenting In 1998, Kangaroo Point T.A.F.E. conducted a variety of off-campus courses on site at Acacia Ridge. This will continue in 1999.
Literacy classes run two days per week on site and is funded by Making Space Association. These classes are well attended.
GOAL 8 - To ensure that all Aboriginal children have local access to primary and secondary schooling.
While it could well be argued that there are other educational facilities available to parents and children in the Acacia Ridge area, the relocation and expansion of the Aboriginal and Islander Independent Community School Inc is not about denying the important aspects of contemporary education playing a vital role in the future of our children. It is not about creating a 'black' separatist education for Indigenous people. It is however, about creating a choice that Indigenous people in the catchment area have in terms of the schools available for their children or as a school that they can access even if they choose to send their children elsewhere. Providing this choice must surely contribute to how Indigenous people articulate their self-determination in educational outcomes. What must also be taken into consideration is the fact that many children in our current population have been excluded or repeatedly suspended from the mainstream schooling system. We provide access to education that is often denied our children.
GOAL 11 - To achieve the participation of all Aboriginal children in compulsory schooling. We have demonstrated our ability to achieve the participation of Indigenous students. The outcomes we are able to demonstrate, the attendance and retention rates we have achieved also point to our abilities.
GOAL 12 - To achieve the participation of Aboriginal people in post-compulsory secondary education, in technical and further education, and in higher education, at rates commensurate with those of all Australians in those sectors.
November 1998, the school lodged a submission with DITIR (Department Industry, Training and Industrial Relations) for infrastructure funding to establish KULKATHIL Skills Training Centre. In particular, this initiative provides for the development of digital literacies among learners, such literacies applicable in a wide range of industry contexts, and increasingly essential in a 'knowledge economy'. Training at Kulkathil will be delivered in a convivial and multi-functional environment towards 'real world' outcomes. These are expected to find an early focus in high-employment markets for Indigenous workers, such as government services, health and community services, but also break ground by providing opportunities in the communications technology industries, cultural and business / commerces industries, as well as the education industry itself.
GOAL 14 - To enable Aboriginal attainment of skills to the same standard as other Australian students throughout the compulsory schooling years. Data is to be found in ATAS end of 1997 and 1998 Report and Monitoring Group Meeting Report demonstrating the following factors: (1) that children who attend the AIICS from Year 1 attain skills that equal or better the standard achieved by other Australian students; and (2) that for children who come to the AIICS at a point beyond Year 1, we are able to 'catch them up' at a much higher rate than other educational facilities.
GOAL 18 - To provide community education services which enable Aboriginal people to develop the skills to manage the development of their communities. Our school is a community within itself, the Board of Directors are the appointees of this community directed to oversee its development.
As such, apart from day-to-day management issues, the Board members facilitate the further training of staff so that they in turn have the skills to maintain the high quality service the community requires.
This training offered goes beyond permanent full time staff and includes: (1) tutors; (1) (2) para-professionals; (3) parents.
When the school expands, the Board will have a larger community to serve and the needs and wants of this new community will be paramount in determining the type of education services the school provides.
GOAL 20 - To enable Aboriginal students at all levels of education to have an appreciation of their history and identity. The recognition of the diversity of Aboriginal cultures and identities within the school environment has been a positive catalyst in terms of how educators (which includes all school staff) are able to contribute to students developing an appreciation of their histories, cultures and identities.
The organisational cultures, the curriculum and ethos of the school has been consciously developed by identifying and implementing specific educational programs and activities as well as a conscious reaction to the cultural baggage brought into the school by students and parents.
This desire to balance is a recognition that Indigenous Australian histories, cultures and identities are diverse yet complimentary to achieving educational outcomes that are both Indigenous and non-Indigenous defined. The school has abandoned the set Social Studies syllabus and has developed a cultural studies program, the philosophy of which is based on appreciating Indigenous cultures and other cultures within the wider Australian society.
Curriculum In relation to routine curriculum offerings, the school uses as a guide Education Queensland syllabi in the following areas: * English Language Arts * * Mathematics * Science * Art * Health and Physical Education The school has developed its own programs in the following areas: * Cultural Studies (in place of Social Studies) * Music * Literacy intervention * Performing Arts * Computer studies * Cooking
With the shift to initially incorporate a Year 8 of study the following areas have been added to the above: * Society and the Environment * Home Economics As in evident on inspection, it is not possible to teach some of these curriculum areas to their full potential due to lack of proper facilities including: * Science * Art * Home Economics Inclusion of these facilities would allow for appropriate teaching and learning not only in the post primary sector but throughout the school.
Demographics Currently the student population is made up of some 177 students from the following areas:
SUBURBS POSTCODE NO. OF STUDENTS Acacia Ridge 4110 31 Balmoral 4171 2 Cannon Hill 4170 3 Carole Park 4300 2 Coorparoo 4151 2 Crestmead 4132 3 Darra 4076 1 Goodna 4300 7 Graceville 4075 2 Inala 4077 40 Kingston 4114 8 Logan Lea 4131 4 Manly 4179 1 Moorooka 4105 4 Mt Gravatt 4122 2 Murarrie 4172 1 New Farm 4005 2 Parkridge 4125 1 Redbank Plains 4301 1 Rocklea 4106 3 Runcorn 4113 1 Salisbury 4107 1 Slacks Creek 4127 4 Stafford 4053 3 Sunnybank 4109 1 Thorneside 4158 1 Toowong 4066 4 Waterford West 4133 3 West End 4101 3 Willawong 4110 5 Woodridge 4114 25 Wynnum West 4178 1 Yeronga 4104 3
On enrolment we do ask parents/care providers to nominate their occupation, although this is not a variable the school places great emphasis upon and it is with some reluctance we share this private information and trust it will be treated with confidence.
Occupation Number of Families Professional / Para - professional 9 Tradesperson / Clerk / Sales Nil Plant / Labourer 12 Welfare Benefit Recipients 76
Summary The Aboriginal and Islander Community Independent School has a proven record of performance in advancing the educational attainment of Indigenous students with particular reference to: * addressing the non-attendance, learning difficulties and retention rates of Indigenous students in compulsory primary schooling; * encouraging Indigenous community involvement in local educational decision - making processes.
The school's role and function within the Indigenous community is an established mechanism directly aligned and currently responsive to the following MCEETYA priorities:
* To establish effective arrangements for the participation of Aboriginal and Torres Strait Islander people's in education decision-making; * To increase the number of Aboriginal and Torres Strait islander peoples employed in education and training; * To ensure equitable access of Aboriginal and Torres Strait Islander students to education and training services; * To ensure participation of Aboriginal and Torres Strait Islander students in education and training; * To ensure equitable and appropriate achievement for Aboriginal and Torres Strait Islander students; * To promote, maintain and support the teaching of Aboriginal and Torres Strait Islander studies, cultures and Indigenous and non-Indigenous students.
In line with these priorities, the school has adopted key priority areas that are reflected as national priorities for the 1997 - 1999 triennium of the AEP.
Key Priority Areas KPA 1: making educational outcomes for Indigenous Australians similar to those for non-Indigenous Australians; KPA 2: setting literacy, numeracy and employment targets; KPA 3: involving Indigenous parents in their children's education; KPA 4: expanding secure employment and training of Aboriginal and Torres Strait Islander people at all levels, particularly Aboriginal and Torres Strait Islander Education Workers; KPA 5: ensuring appropriate professional development of staff involved in Indigenous education; KPA 6: developing and extending culturally inclusive curricula; KPA 7: involving Indigenous Australians in educational decision making; KPA 8: achieving literacy and numeracy outcomes for Indigenous Australians similar to those for non-Indigenous Australians; and KPA 9: addressing the development of sound foundation competencies.
In the past Commonwealth funded programs such as IESIP have responded appropriately to our educational needs and aspirations, which co-exist within the context of the above MCEETYA priorities.
It has enhanced our unique cultural identity and the delivery of quality primary education services, which has increased retention and enrolments and the outcomes of students articulating into post-primary education.
In addition, school publicity, development and fund-raising activities have gradually increased the participation of Indigenous parents and community involvement in the schools educational decision - making, in line with the principle objective of the policy.
Maintenance of effort As can be easily determined, the school has no fee structure, no building levy, over 70% of our families are welfare benefit recipients, it is not possible or viable for them to make substantial financial contributions.