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First Nations Education

Policy last updated

22 September 2026

Scope

  • Schools

On this page

Date:
28 Jan 2020

Policy

The Marrung 2026-2036 First Nations Education Strategy (Marrung)(opens in a new window) was launched on 15 September 2026.

This policy will be updated in 2027. Schools will be supported with clear guidance and resources for implementation.

Policy

This policy supports schools to improve the experiences and outcomes of First Nations learners.

A note on terminology used

The term First Nations is used inclusively and refers to Aboriginal and Torres Strait Islander people living in Victoria.

First Nations is a contemporary collective group term that may not be used by all Aboriginal and Torres Strait Islander people. As such, it is important to be respectful of how individual students, their families and community refer to themselves, and use this to guide language when referring to individuals or community.

Terms such as Koorie, Aboriginal, Aboriginal and Torres Strait Islander, Indigenous and First Peoples are also commonly used in teaching and learning resources and practice guidance.

Details

Schools are expected to:

  • work in partnership with their local First Nations community to develop place-based approaches to improving student outcomes
  • support the development of high expectations and individualised learning for First Nations students
  • ensure all First Nations students have an individual education plan
  • create a learning environment for all students that acknowledges, respects and values First Nations cultures and identities
  • view success for their First Nations students as core business.

Schools are also recommended to:

  • reflect on current practice
  • plan how to implement actions that strengthen self-determination
  • plan for and implement actions that improve experiences and outcomes for First Nations learners.

For more information, refer to Strengthening Aboriginal self-determination in education.

Background

Marrung 2026–2036 First Nations Education Strategy

Marrung 2026–2036 First Nations Education Strategy is Victoria’s strategy to improve education experiences and outcomes for First Nations learners. This policy will be updated in 2027 with clear guidance and resources for implementation.

Marrung was developed in partnership with the Victorian Aboriginal Education Association Incorporated (VAEAI). Strong partnerships with the Koorie community will be the foundation for achieving outcomes for Koorie students in Victoria.

Programs, actions and reforms

Programs, actions, and reforms continuing under Marrung 2026–2036 include:

Koorie Education Workforce

The Koorie Education Workforce (KEW) helps early years services and schools by providing guidance to enhance cultural inclusion practices, and to support the engagement, attendance, wellbeing and achievement of First Nations learners.

Directors, Koorie Education

There are 2 directors of Koorie Education. Each director supports 2 regions and provides strategic leadership to help implement Marrung. The directors lead the Koorie Education Division in their regions. They also build and maintain relationships with key people and organisations inside and outside government. These relationships help inform statewide discussions about how to improve experiences and outcomes for First Nations learners. The directors also help develop and deliver key education initiatives.

Koorie Education Managers

There are 4 Koorie Education Managers (KEMs), one in each region, who work collaboratively to ensure delivery of consistently high quality and culturally responsive practices across education settings for all learners. KEMs lead cohesive, consistent and strategic implementation of First Nations education priorities and provide programmatic and cross portfolio oversight and expertise in their region supporting learners from 0 to 18 years.

The KEMs support embedding of contextually informed and evidence based practice, and facilitate constructive relationships and collaborative networks through effective engagement and governance. This is achieved in partnership with Local Aboriginal Education Consultative Groups (LAECGs) and other community agencies, government departments and local communities to support improved student learning experiences and outcomes for all First Nations learners.

Koorie Education Coordinators

Koorie Education Coordinators (KECs) facilitate greater consistency of the implementation of Marrung through leading area-based coordination and provision of support to early years services and schools from the regional KEW through multi-disciplinary area teams. Early years service providers, schools, parents and community can obtain assistance with First Nations cultural inclusion, First Nations education guidance and support through their region by contacting the KEC with enquiries.

KECs can arrange for a Koorie Engagement Support Officer (KESO) to work with early years services and schools providing guidance to enhance cultural inclusion practices, and to support the engagement, attendance and wellbeing of First Nations learners. KECs provide high level expertise to lead the implementation of education initiatives, First Nations specific programs and inclusive practices that privilege engagement with First Nations community and support parent/carer partnerships in education. Refer to: Contact details for KECs(opens in a new window).

Koorie Engagement Support Officers

Koorie Engagement Support Officers (KESOs) are area-based First Nations professionals with an understanding of First Nations cultures and perspectives. KESOs provide advice to schools about culturally inclusive learning environments, and the co-ordination of services to facilitate improved engagement of First Nations children and young people.

KESOs play an integral role in engaging families, communities, and education and service providers to facilitate First Nations learners to participate fully in education. They support education settings to transition learners and families across all learning stages where appropriate: into early years, primary, secondary and further education.

Koorie Academy of Excellence Liaison Officers

The Koorie Academy of Excellence Liaison Officers (KAELOs) support the Koorie Academy of Excellence (KAE). They are the central point of contact for members, their families, and carers. They administer the KAE through the Local Advisory Group and Statewide Reference Group. They are supported by KECs, KEMs and Directors, Koorie Education.

Koorie Education Children’s Court Liaison Officers and Koorie Cultural Advisors in LOOKOUT

The Koorie Education Children’s Court Liaison Officers (KECCLOs) and LOOKOUT Koorie Cultural Advisors are part of the Student Engagement and Wellbeing Division. They support the direct leveraging of all Area workforces to improve the learning and wellbeing outcomes for First Nations learners.

Other initiatives

Other initiatives to support the learning, development and educational outcomes of First Nations learners include:

Guidance

The Marrung 2026-2036 First Nations Education Strategy (Marrung)(opens in a new window) was launched on 15 September 2026.

This policy will be updated in 2027. Schools will be supported with clear guidance and resources for implementation.

Guidance

This guidance contains the following chapters:

  • First Nations self-determination
  • Engaging with community stakeholders
  • Koorie Literacy and Numeracy Program

First Nations self-determination

The Marrung 2026-2036 First Nations Education Strategy (Marrung)(opens in a new window) was launched on 15 September 2026.

This policy will be updated in 2027. Schools will be supported with clear guidance and resources for implementation.

First Nations self-determination

Throughout 2022, over 180 Campfire Conversations on Aboriginal self-determination in education were held across Victoria featuring more than 3,000 participants, bringing together Aboriginal and Torres Strait Islander communities and schools to listen, share and connect about the possibilities and opportunities for strengthening self-determination in education.

The purpose of the Campfire Conversations, storytelling and deep listening was to:

  • build and strengthen partnerships between First Nations communities and schools
  • provide schools with an opportunity to better understand how they can strengthen self-determination in everyday practice
  • improve attendance, engagement and achievement for First Nations learners
  • develop a range of changes to improve agency and success for First Nations people in schools.

Marrung and self-determination

Marrung 2026-2036 First Nations Education Strategy (Marrung)(opens in a new window) is Victoria’s strategy to improve education experiences and outcomes for First Nations learners.

The Strengthening Aboriginal Self-Determination in Education Report

The Strengthening Aboriginal Self-Determination in Education Report (PDF)(opens in a new window) (the Report), contains reform directions devised in response to the perspectives and advice of Aboriginal students, families, educators and broader community members from across Victoria. It is critical for schools to use the guiding questions in the report to reflect on their current practice before undertaking next steps, including the ‘What Can Schools Do Now?’ section.

Conceptual Framework

The Conceptual Framework provides a high-level summary of themes and feedback from the Campfire Conversations and maps how all the elements are interconnected and need to be considered holistically.

This Conceptual Framework animation(opens in a new window) provides an overview of what was learned through the Campfire Conversations and introduces the Conceptual Framework that was developed to illustrate the interconnected and interdependent nature of the Campfire Conversation findings and how they inform the ongoing work.

Possum Skin Statements

The Possum Skin Statements were developed by the Koorie Young People Advisory Group consisting of 12 young people across Victoria, aged 13 to 25, to help educators understand and challenge practices that contribute to negative experiences for First Nations learners.

Schools can use the statements as a reflection tool alongside direct engagement with their own First Nations learners, families and communities.

Actions for schools

Following on from the Campfire Conversations, schools are recommended to reflect on current practice and plan how to implement actions that strengthen self-determination and improve experiences and outcomes for First Nations learners.

Schools can strengthen self-determination by:

  • listening to First Nations learners, families and community before decisions are made
  • identifying the right local people and organisations to guide the work
  • being clear about what decisions can be shared or community-led
  • creating ongoing, not one-off, opportunities for First Nations voice and leadership
  • resourcing community participation and cultural expertise appropriately
  • reviewing whether relationships and decisions are making a meaningful difference.

Engaging with community stakeholders

Engaging with community stakeholders

This guidance has been developed to support schools to respectfully engage with First Nations stakeholders and build relationships and partnerships that benefit the whole education system.

Behaviours and principles for engagement

Each local First Nations community has different needs and priorities, so the way relationships and partnerships are developed needs to reflect and respond to these specific contexts. But, while there is no 'one size or one approach fits all', there are common principles and behaviours that are important in building relationships that strengthen Aboriginal self-determination in education. These not only consider, but ultimately centre Aboriginal perspectives and aspirations.

Respect

Respect looks like understanding difference and engaging with diverse points of view.

The beginning point for supporting self-determination is a recognition and respect for Aboriginal and Torres Strait Islander people, histories, traditions and cultures. These have not always been respected by the education system, so it is important to demonstrate how schools value Aboriginal and Torres Strait Islander communities' ways of knowing, being and doing. Community approaches and principles may be different to how schools normally conduct business but should be held in the same regard as what is commonly considered good practice.

Reciprocity

Reciprocity looks like schools and community deciding on, and working towards, a common goal that benefits both parties.

Government interactions with Aboriginal and Torres Strait Islander communities have historically been expedient or transactional, often driven by a government’s priorities or values. It is important to ensure that any work done with Aboriginal stakeholders is collaborative and reciprocal and meets the aspirations and needs of the Aboriginal community. When respectful relationships are established, reciprocity becomes a natural feature of these relationships, and experiences and outcomes are mutually beneficial.

Capacity

Recognition of capacity looks like schools initiating preliminary conversations to gauge the interest and availability of Aboriginal organisations before any planning begins, and being as flexible as possible to create space for community to be as actively involved as they wish.

Capacity is important to consider when engaging with Aboriginal stakeholders. Aboriginal Community Controlled Organisations (ACCOs) and community members have functions, priorities and obligations that extend beyond engagement with schools. By considering the competing demands and resource constraints impacting community organisations, schools can work with stakeholders to determine an engagement plan that enables them to participate and for the project to benefit from their expertise.

Timing

Timing is important to consider when engaging with Aboriginal stakeholders. School timelines may not always align with the ability of ACCOs to participate. There may be reasons why ACCOs might be unable to engage according to school timelines, despite wanting to be involved. Where possible, schools are recommended to engage early and co-develop timelines with ACCOs to support their involvement. It is also important to remember that organisations or community representatives who are unable to engage at one time may be in a better position to engage in future.

Resourcing

The time commitment and contribution of knowledge and expertise of First Nations people who provide cultural or professional services to schools should be recognised and compensated in the same way as other suppliers and contractors.

For example, it may be appropriate to compensate an Aboriginal person for services such as delivering a Welcome or Acknowledgement of Country or sharing their cultural knowledge or expertise in a class. Refer to the Procurement – Schools policy for further detail.

Local First Nations community stakeholders

First Nations communities are diverse. Community members may have different roles, responsibilities, knowledge and lived experiences. They may also have personal, cultural and professional responsibilities that affect their time and capacity to engage with schools.

Each community member brings their own knowledge and experience. This may come from lived experience, professional expertise, cultural knowledge and connection to community. Lived experience, professional expertise and cultural authority are all valuable, but they are not the same.

No one person can speak for every Aboriginal or Torres Strait Islander community or hold authority for every cultural matter. It is important for schools to understand who has the right knowledge, experience, role or cultural authority for the matter being discussed.

Schools should not expect one First Nations person to represent all First Nations perspectives, experiences or communities.

Students and alumni

First Nations learners can provide important insight into their experiences at school. Schools must create safe and voluntary ways for learners to shape decisions, cultural activities and school improvement.

Schools must not expect a learner to speak for all First Nations people or to provide cultural education because of their identity. Participation should be a choice and should be supported appropriately.

Parents/carers/extended family

First Nations families and kinship networks can extend beyond a learner’s immediate household. Family and kin play an important role in a learner’s identity, culture, wellbeing and education. This may include parents, carers, grandparents, aunties, uncles, siblings, cousins and other kin.

Schools are recommended to ask First Nations learners and families who the important people are in the learner’s life and who should be involved in decisions and communication. Schools should not assume that a parent or carer is the only important adult in a learner’s education.

Aboriginal Community Controlled Organisations

Aboriginal Community-Controlled Organisations (ACCOs) are controlled and operated by First Nations people and designed to deliver services that build the strength and empowerment of First Nations communities and people. There are ACCOs working in most sectors across the state, noting that not all ACCOs are designed or have capacity for education service delivery. ACCOs provide culturally responsive and holistic advice, support and services to Aboriginal people and are sometimes a cultural hub for local communities and families.

The Victorian Aboriginal Education Association Incorporated is the department’s principal partner in First Nations education. VAEAI represents the voices of Aboriginal communities across Victoria through its statewide network of Local Aboriginal Education Consultative Groups.

Local Aboriginal Education Consultative Groups

Local Aboriginal Education Consultative Groups (LAECGs) are groups of community members who are committed to First Nations education. Members volunteer their time, knowledge and experience to support education in their local area.

LAECGs are part of the Victorian Aboriginal Education Association Incorporated (VAEAI) and are represented on the VAEAI Representative Council.

Schools are recommended to build strong relationships with their LAECG and seek their advice on local First Nations education matters. As members are volunteers, schools should respect their time and understand that their capacity to engage may vary.

Schools should also consider relevant engagement with other First Nations stakeholders. Depending on the issue, this may include Traditional Owners, a Registered Aboriginal Party (RAP), an Aboriginal Community Controlled Organisation (ACCO) or another relevant community organisation.

To learn more about LAECGs, refer to Local Aboriginal Education Consultative Groups(opens in a new window).

Koorie Engagement Support Officers

Koorie Engagement Support Officers (KESOs) are part of the Department of Education's Koorie Education Workforce (KEW). KESOs are Aboriginal and/or Torres Strait Islander staff who support school engagement with First Nations families, providing cultural knowledge, expertise and advocacy to assist schools in improving experiences and outcomes for Koorie students. KESOs work across multiple schools in varying capacities. Schools should be proactive in engaging with KESOs to create culturally safe learning environments and embed strength-based measures to support students.

Traditional Owners and Registered Aboriginal Parties

Traditional Owners are the First Nations people who have a deep and ongoing connection to a specific area of Country. This connection goes back tens of thousands of years. Each Traditional Owner group has its own traditions, language, ceremonies and cultural practices.

It is important for school staff to know the Traditional Owners of the Country where they work, attend meetings or events, or deliver programs and projects. The department recognises Traditional Owners as the first educators and leaders of Victoria and its many Countries.

Traditional Owners hold cultural authority for their Country, culture and knowledge. When schools teach local culture or language, share cultural knowledge, or plan activities connected to Country, they are strongly recommended to seek guidance from the Traditional Owners for that Country.

To learn more about Traditional Owners, refer to Federation of Victorian Traditional Owner Corporations(opens in a new window).

Registered Aboriginal Parties (RAPs) are Traditional Owner groups who are legally recognised under the Aboriginal Heritage Act. RAPs have responsibilities for protecting and managing Aboriginal cultural heritage on Country.

Because of the impacts of colonisation, not all Traditional Owner groups are recognised as RAPs. These groups still have strong cultural connections to their Country.

To learn more, refer to Victoria's Registered Aboriginal Parties(opens in a new window).

Continuum towards Aboriginal self-determination

The department’s Self-Determination in Education Reforms aim to strengthen First Nations voices in education decisions. They also support stronger partnerships between schools and local First Nations Communities.

The Continuum towards Aboriginal Self-Determination describes 6 stages of working with First Nations people:

  1. Inform
  2. Consult
  3. Collaborate
  4. Partnership
  5. Co-ownership
  6. Decision-making and resource control

The continuum can help schools reflect on how First Nations people are involved in decisions. It is not a checklist, and consultation alone is not self-determination.

Schools may be at different stages of the continuum in their relationship with local First Nations communities.

Strong relationships and First Nations voices are important at every stage. Schools must consider how First Nations people can have greater influence, ownerships and decision-making as relationships grow.

When decision directly affect First Nations learners, communities, culture or knowledge, schools should seek stronger forms of partnership, co-ownership and community decision-making wherever possible.

As schools move along the continuum, First Nations people move from being informed or consulted to becoming partners, co-owners, and self-determining decision makers.

Koorie Literacy and Numeracy Program

Koorie Literacy and Numeracy Program

The Koorie Literacy and Numeracy Program (KLNP) provides Victorian government schools and special schools with funding to support Koorie students in Foundation to Year 6 who are performing significantly below their age-expected standard in literacy and/or numeracy. This is in recognition of the importance of early intervention in supporting students to build foundational literacy and numeracy skills.

There are multiple contacts for support with this program. Refer to the Contacts section below.

The KLNP has 2 components:

  • Early Years KLNP (EY-KLNP) provides $1,700 for eligible Koorie students in Foundation to Year 3.
  • Extended KLNP (E-KLNP) provides between $1,000 and $5,000 for eligible Koorie students in Years 4 to 6.

Schools receiving KLNP funding must:

  • provide each eligible Koorie student across Foundation to Year 6 with a minimum of 32 hours of timetabled 1:1 and/or small group learning programs in literacy and/or numeracy, across up to 2 terms, in accordance with the Targeted Literacy and Numeracy Intervention – Small Group Learning policy. The programs must include a documented sequence of lessons designed to support the specific learning gaps of participating students
  • measure attainment for each participating student using a standardised assessment tool at the commencement and the conclusion of the year. Students must be assessed for each of the learning areas, literacy and/or numeracy in which they are participating
  • record information about which students are identified for 1:1 and/or small group learning support, as detailed under the ‘Program requirements’ section below
  • ensure all funds allocated to a student are used for that student
  • spend a minimum of 80% of student funding on structured 1:1 and/or small group learning
  • not exceed 20% of student funding on assisting families of Koorie students to support their child with literacy and numeracy skills development in the home, or to support student attendance and engagement.

More details about these requirements are provided below.

Student eligibility and funding

Eligible students are identified by the Department of Education using centrally collected data.

Students must:

  • be identified as Aboriginal and/or Torres Strait Islander in CASES21
  • be enrolled at a Victorian government school at the time of the February school census
  • be performing significantly below their age-expected standard in literacy and/or numeracy
  • satisfy the eligibility criteria outlined below.

Students in Foundation to Year 3 (EY-KLNP)

Funding is $1,700 per student.

Eligibility is determined using the following measures of literacy and/or numeracy.

Foundation

Results from the Foundation Literacy Assessment(opens in a new window) will be used to identify students who are performing significantly below their age-expected standard.

The Foundation Literacy Assessment is required to be administered at the beginning of Term 1, with results uploaded to the Insights Assessment Platform by Week 6, Term 1.

Year 1

Teacher judgment from Semester 2 of the previous year indicates that the student is performing at or below the 0.5 level of the Victorian Curriculum 2.0 in Reading and Viewing and/or Mathematics Version 2.0.

Year 2

Teacher judgment from Semester 2 of the previous year indicates that the student is performing at or below the Foundation level of the Victorian Curriculum 2.0 in Reading and Viewing and/or Mathematics Version 2.0.

Year 3

Classified as ‘Needs Additional Support’ (NAS) in the Reading and/or Numeracy domains of NAPLAN. If NAPLAN results are not available, teacher judgment results will be used to determine eligibility.

Students in special schools (EY-KLNP)

Students born between 1 January 2017 and 30 April 2021 (age-equivalent to Foundation to Year 3 cohort).

Funding is $1,700 per student.

Students in Years 4 to 6 (E-KLNP)

  • Classified as 'NAS' in the Reading and/or Numeracy domains of NAPLAN:
    • Students classified as NAS in Year 3 are funded for Year 4.
    • Students classified as NAS in Year 5 are funded in Year 5 and Year 6.
  • Students may receive funding for either or both NAPLAN domains (Reading and Numeracy).
  • For the Numeracy domain, funding is determined by the Number and Algebra strand.
  • Full funding is $2,500 per domain for Years 4 to 5 and $2,000 per domain for Year 6.
  • If a student has no NAPLAN results for the current year, the previous year's NAPLAN results will be used. If not available, teacher judgment results will be used to determine eligibility and students will receive 50% funding for Reading and/or Numeracy.
  • Students exempted/withdrawn from NAPLAN are not funded.
  • Eligible students who receive Disability Inclusion Tier 3 student-level funding will receive 50% KLNP funding for Reading and/or Numeracy.

Communication with schools

Schools with eligible students will be notified of indicative, confirmed, and revised KLNP funding allocations through the Student Resource Package.

Schools can view their list of eligible students via their School Performance Report on Panorama (staff login required)(opens in a new window).

Schools will be notified when the reports are available via the School Update. If the report is not there, no students have been identified for funding.

Once reports are available to schools, student eligibility is finalised.

Additional communication will be circulated via the School Update.

Managing student movement – school responsibilities

If an eligible student intends to transfer to another government school, the transferring school must transfer funds pro rata as required to the destination school. It is recommended that schools discuss this with their senior education improvement leader and inform the KLNP team of this change by emailing koorielitnum@education.vic.gov.au

Program requirements

1:1 and small group learning

Schools must provide each eligible student with a minimum of 32 hours of structured 1:1 and/or small group learning literacy and/or numeracy support per year, across up to 2 terms, with a documented sequence of lessons to address learning gaps of the identified students. Refer to the Targeted Literacy and Numeracy Intervention – Small Group Learning policy for guidance.

In addition:

  • it is recommended that 1:1 and/or small group learning interventions are further intensified beyond those outlined in the Targeted Literacy and Numeracy Intervention – Small Group Learning policy to meet individual learning needs
  • teachers delivering the 1:1 and/or small group learning support must be culturally sensitive to the diverse needs of Koorie students and their families
  • schools may increase the frequency and/or length of each session, duration of the intervention, and/or lower group size
  • schools may choose to form clusters to engage appropriately qualified personnel. Payment and travel arrangements in these circumstances may be negotiated between the schools and the relevant personnel.

Record information about identified students

For reporting purposes, schools must use the KLNP Literacy and Numeracy fields in CASES21 to identify students who are receiving KLNP support. Schools must select ‘Y’ for students receiving support in either or both fields, of the term in which support is provided.

For support using CASES21 refer to Software and Administration Systems resources.

Measure student attainment twice per year

Schools must measure student attainment using a standardised assessment tool at the commencement and conclusion of the school year in which students participate in 1:1 and/or small group learning. Refer to the Targeted Literacy and Numeracy Intervention – Small Group Learning policy for guidance on the standardised tools recommended for use in acquitting this requirement.

Report progress to parents/carers

Schools must notify the families of eligible KLNP students including the support their child will receive. A template letter is available at Information for families – template (DOCX)(opens in a new window).

It is recommended that schools:

  • include information in the regular written reports to parents/carers about what additional learning support was delivered as part of KLNP and what progress was made
  • invite teachers delivering KLNP to directly contribute to written reports by providing a short comment on:
    • a student’s participation and engagement
    • information on progress and achievement of learning goals set within the initiative.

For information on reporting requirements, refer to Reporting Student Achievement and Progress Foundation to 10.

Funds management

Schools must retain appropriate financial records relating to the administration of funding and acquit revenue and all expenditure for the EY-KLNP and the E-KLNP against CASES21 subprograms 9623 and 9624 respectively.

Schools with eligible students will be notified of indicative, confirmed and revised KLNP funding allocations by the Student Resource Package.

Cash quarterly payments will be made via the SRP.

Acceptable use of funds

A minimum of 80% of student funding must be spent on structured 1:1 and/or small group learning programs in literacy and/or numeracy.

Up to 20% of student funding can be used to assist families of Koorie students in supporting their child/children’s literacy and/or numeracy skills development in the home, or to support student attendance and engagement.

KLNP funding must not be used for:

  • purchasing resources, or equipment, including digital devices
  • employment of staff to reduce general class sizes
  • camps, travel expenses, accommodation, clothing and excursions
  • interventions that are not primarily focused on literacy and numeracy, such as developing wellbeing or self-esteem programs
  • allied health or pastoral care programs.

Contacts

For queries related to KLNP in your school, contact your school’s senior education improvement leader (SEIL).

For advice and support with engaging students’ families, contact the respective Koorie Education Coordinator (KEC) for your area. Other regional staff based in area offices can also provide advice. To contact your regional office and connect with a KEC, refer to Contact details for the Department of Education(opens in a new window).

For general queries about the KLNP, including student eligibility, contact: koorielitnum@education.vic.gov.au

Refer to Arc to find out more about the Foundation Literacy Assessment(opens in a new window).

For queries about the Student Resource Package, contact the School Financial Management Support Unit at schools.finance.support@education.vic.gov.au

Feedback from schools

When planning support for Koorie students, funded schools are encouraged to reflect on the selected success factors below. These have been identified by schools previously funded through the Early Years Koorie Literacy and Numeracy Program.

Expertise and knowledge

Success factor

'The importance of having an experienced teacher in this role cannot be underestimated.'

Key questions for schools
  • Who will provide the additional support?
  • Do personnel have the appropriate level of expertise and cultural understanding?

Support strategy

Success factor

'.. we value fluid groupings of students, where children move in and out of small groups depending upon their needs. The interventions that worked the best were therefore changing regularly.'

Key questions for schools
  • Are approaches flexible and adaptable to changing student needs?
  • What processes are in place to evaluate the impact on learning and adjust support accordingly?

Promoting inclusion

Success factor

'Some students do not want the additional attention. Programs that deliver a certain level of discretion … seem to work the best.'

Key questions for schools
  • What is the student preference for support?
  • Has the support model been discussed with the student and family?

Setting expectations

Success factor

'The learning intention and success criteria were clear to the students and were referred to for regular feedback.'

Key questions for schools
  • Are expectations and learning intentions clear and appropriate?
  • Are expectations and learning goals challenging?
  • Are goals achievable?
  • How is success measured?

Empowering students

Success factor

'Perhaps the most significant aspect … has been the development of relationships and the fostering of self-esteem. These have led to our children developing the feeling that they can achieve at school.'

Key questions for schools
  • How is success celebrated?
  • How are students supported to take risks?
  • How is self-efficacy strengthened?

Resources

Resources

For educators

Practice notes

Koorie Cultural inclusion is a system-wide shared responsibility at all levels of our department. In early years settings and schools, it is an important part of deepening learners' knowledge and understanding of their world, their country, their community and identity.

The Koorie Cultural Inclusion Practice Notes Resource was developed to facilitate reflection on existing Koorie cultural inclusion practices within schools – what it looks like at a whole school and classroom level. This resource provides examples of ways in which educators can enhance their practice to cultivate a culturally supportive and responsive learning environment in which the contributions of Australia's First Nations Peoples are visible and celebrated. It includes a school-based case study, teacher tips and leadership guidance that expands on Professional Practice Note 19 published in the teaching and learning professional practice suite in July 2019.

Koorie Cultural Inclusion Consolidated Practice Notes(opens in a new window)

Other resources for educators

Strengthening self-determination in education resources

Programs and reforms

Further department support

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