Draft Aboriginal Languages
Stage 6
Content Endorsed Course
Syllabus
Consultation Report
October 2015
© 2015 Copyright Board of Studies, Teaching and Educational Standards NSW for and on
behalf of the Crown in right of the State of New South Wales
This document contains Material prepared by the Board of Studies, Teaching and Educational
Standards NSW for and on behalf of the Crown in right of the State of New South Wales. The Material
is protected by Crown copyright.
All rights reserved. No part of the Material may be reproduced in Australia or in any other country by
any process, electronic or otherwise, in any material form, or transmitted to any other person or stored
electronically in any form without the prior written permission of the Board of Studies, Teaching and
Educational Standards NSW, except as permitted by the Copyright Act 1968.
When you access the Material you agree:
•
to use the Material for information purposes only
•
to reproduce a single copy for personal bona fide study use only and not to reproduce any major
extract or the entire Material without the prior permission of the Board of Studies, Teaching and
Educational Standards NSW
•
to acknowledge that the Material is provided by the Board of Studies, Teaching and Educational
Standards NSW
•
to include this copyright notice in any copy made
•
not to modify the Material or any part of the Material without the express prior written permission
of the Board of Studies, Teaching and Educational Standards NSW.
The Material may contain third-party copyright materials such as photos, diagrams, quotations,
cartoons and artworks. These materials are protected by Australian and international copyright laws
and may not be reproduced or transmitted in any format without the copyright owner’s specific
permission. Unauthorised reproduction, transmission or commercial use of such copyright materials
may result in prosecution.
The Board of Studies, Teaching and Educational Standards NSW has made all reasonable attempts
to locate owners of third-party copyright material and invites anyone from whom permission has not
been sought to contact the Copyright Officer on:
phone: (02) 9367 8289, fax: (02) 9279 1482
or email: mila.buraga@bostes.nsw.edu.au.
Published by:
Board of Studies, Teaching and Educational Standards NSW
GPO Box 5300
Sydney NSW 2001
Australia
www.bostes.nsw.edu.au
D2015/85077
DSSP-26351
Contents
1
Background information ................................................................................ 4
2
Executive summary ........................................................................................ 7
3
Summary of respondents ............................................................................... 8
4
Key matters raised .......................................................................................... 9
5
Analysis ......................................................................................................... 11
5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
5.9
5.10
5.11
5.12
6
Diversity of learners ......................................................................................... 11
Introduction to Aboriginal Languages in the Stage 6 curriculum ....................... 12
Rationale ......................................................................................................... 15
Aim .................................................................................................................. 16
Objectives ........................................................................................................ 16
Outcomes ........................................................................................................ 17
Course structure .............................................................................................. 17
Organisation of the content .............................................................................. 17
Learning across the curriculum ........................................................................ 18
Content ............................................................................................................ 19
Assessment and reporting ............................................................................... 27
Glossary .......................................................................................................... 27
Respondents ................................................................................................. 28
6.1
6.2
6.3
6.4
Respondents by cultural affiliation, gender and sector representation .............. 28
Consultation meetings ..................................................................................... 32
Online survey responses ................................................................................. 34
Written submissions ......................................................................................... 34
1
Background information
In 2013, the Board of Studies NSW (now Board of Studies, Teaching and
Educational Standards NSW (BOSTES)) approved the development of an Aboriginal
Languages Stage 6 Content Endorsed Course (CEC) Syllabus. Before this approval,
the Ministerial Taskforce on Aboriginal Affairs (2012) and the NSW Aboriginal
Education Consultative Group Inc (AECG) identified the need to strengthen the
support for NSW Aboriginal languages and cultures. An Aboriginal Language and
Culture Nest Working Party was developed in 2013 and comprised representatives
from a range of NSW government, education and community-based organisations.
Arising from its agency and that of the interactions between contributing government
and community organisations, it was determined that, while an Aboriginal Languages
Stage 6 Board Endorsed Course would be the longer-term goal, the appropriate step
was to start with the development of an Aboriginal Languages Stage 6 CEC
Syllabus.
The goal of creating a continuous pathway of access to and education in Aboriginal
languages from early childhood to higher education was stated in OCHRE –
Opportunity, Choice, Healing, Responsibility, Empowerment: NSW Government Plan
for Aboriginal affairs: education, employment & accountability (Aboriginal Affairs,
2013). This goal was also consistent with findings from Learning through Languages:
Review of Languages Education in NSW (BOSTES, 2014), where it was
acknowledged that ease of access to the Aboriginal Languages curriculum in Stage
6 did not yet exist, despite the Gumbaynggirr language having been successfully
taught for a number of years in a school in the Nambucca Valley region of NSW as a
Stage 6 School Developed Board Endorsed Course.
It is estimated that there are approximately 35 Aboriginal languages within New
South Wales, with up to 100 dialects. Approximately 15 of those Aboriginal
languages are in a suitable condition for school-based language programs and have
been taught in NSW schools within K–10 contexts. There had been anecdotal
evidence to suggest that the absence of a broadly accessible Stage 6 curriculum for
Aboriginal Languages was a contributing factor to the decrease in enrolments in
Stage 5 Aboriginal Languages elective classes.
To support the development of the Draft Aboriginal Languages Stage 6 CEC
Syllabus, BOSTES established an Aboriginal Languages Stage 6 CEC Syllabus
Reference Group in 2015. The Reference Group met on several occasions to
provide expert advice on the syllabus development process. Critical partners also
contributed valuable feedback. A lead writer and writers were engaged to develop
the draft syllabus.
Consultation on the Draft Aboriginal Languages Stage 6 CEC Syllabus was held in
New South Wales from 3 August to 11 September 2015. The consultation program
consisted of the following meetings, surveys and written submissions, with the
accompanying codes used in section 5 for the analysis of consultation data:
4
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
Consultation meetings
Date
Venue
Code
10 August
Nambucca Heads 10.00 am – 12.00 noon
Muurrbay Aboriginal Language and Culture Co-operative
Nambucca
Nambucca CM
10 August
Coffs Harbour 4.00 pm – 6.00 pm
Toormina High School
Toormina
Coffs Harbour CM
11 August
Sydney 4.00 pm – 6.00 pm
Marsden High School
West Ryde
West Ryde CM
14 August
Sydney 9.15 am – 10.30 am
Turner Hall, Sydney TAFE
Ultimo
Ultimo CM
17 August
Batemans Bay 4.00 pm – 6.00 pm
Batemans Bay High School
Batehaven
Batemans Bay CM
26 August
Dubbo 4.00 pm – 6.00 pm
Yarradamarra Centre, TAFE Western
Dubbo
Dubbo CM
27 August
Mildura 1.00 pm – 3.00 pm
Dareton Public School
Dareton
Mildura CM
5
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
An open and a targeted online survey on the BOSTES website
Public online survey responses
Respondent
Date
Code
Teacher
3 September
T
Language consultant (Independent)
11 September
LCI
Respondent
Date
Code
Education consultant/Languages researcher
28 August
ECLR
Academic
11 September
HE
Targeted online survey responses
Written submissions
Respondent
Code
Aboriginal Education and Community Engagement, and Leadership
Directorate (Secondary), NSW Department of Education
DoE
Association of Independent Schools of NSW
AIS
Confidential community member response (individual)
C1
Confidential expert teacher response (individual)
E1
Education systems and community organisations conducted activities during the
consultation period to provide feedback to BOSTES. At this time, however, there was
no state-based Aboriginal languages teachers professional association from which to
obtain advice. The Board did, however, have opportunity to canvass the views of an
expert Aboriginal languages teachers group as part of the development of the
consultation version of the Draft Aboriginal Languages Stage 6 CEC Syllabus.
6
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
2
Executive summary
The Consultation Report on the Draft Aboriginal Languages Stage 6 CEC Syllabus
provides a description of the consultation process, a summary of significant themes,
and analysis of feedback received from NSW stakeholders during the consultation
from 3 August to 11 September 2015.
The significant themes, analysis of consultation feedback, and information about
respondents are included in sections throughout the report. Section 3 provides a
brief summary of respondents, with more detail provided in section 6. Section 4
summarises key themes that emerged during the consultation, the majority of which
were in the scope, with out-of-scope themes included as qualitative data for sectors.
Section 5 presents an analysis of feedback according to the sections of the syllabus,
key matters raised that need action, and the amendments made in response.
The Consultation Report presents feedback acquired through seven consultation
meetings, four (open and targeted) online survey responses and three written
submissions.
Evidence from the consultation indicates strong support for the draft syllabus, with
several respondents commending the modular, flexible design and innovative
content.
7
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
3
Summary of respondents
Feedback from a range of stakeholder groups was acquired during the consultation
on the Draft Aboriginal Languages Stage 6 CEC Syllabus. Analysis of respondents
according to cultural affiliation, gender and sector representation has been provided
in detail in section 6.
The data collection method for the consultation was determined by BOSTES in
consultation with the Reference Group. An open and a targeted online survey were
administered, the latter catering for an expert Aboriginal languages teacher
audience. The total number of respondents for the consultation, excluding the
Reference Group, was 58.
Regarding cultural affiliation, 79% of respondents were Aboriginal participants and
21% were non-Aboriginal participants. The majority of respondents, 66% of the total,
were female participants and 34% were male participants. Regarding sector
representation, the views of Elders constituted 12% of total feedback. Respondents
who identified solely as ‘Community members’ represented 14% of the total number
of respondents. While the stakeholder group identified in this report as ‘Consultants’
was significantly represented at 29%, the group included Aboriginal education
consultants, independent Aboriginal languages consultants, and modern languages
consultants. While fewer higher education responses were received (2%), the
feedback was detailed and expert in nature.
Of the total number of respondents, 19% identified as teachers. Principals
represented 3% of the total number of respondents. Aboriginal education workers
comprised 3% according to self-identification, although, as with other respondents,
representation was often broader than one category in reality. The category of
‘Parents’ was similarly one that could have been shared by several respondents. As
2% of total respondents, the verbal response from the parent respondent group
provided insight about practical issues of school-based Aboriginal languages
education implementation.
The vocational education sector was represented by TAFE NSW students and
administrators and was well represented at 16% of the total number of respondents.
This was particularly useful, given the issue of differentiation between the Draft
Aboriginal Languages Stage 6 CEC Syllabus and Aboriginal languages courses in
TAFE NSW.
8
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
4
Key matters raised
The key matters that emerged from the consultation were:

Positive feedback about the flexible nature of the syllabus, its content
including modules, and the suitability of the syllabus for a diverse range of
NSW revitalisation and maintenance language programs and contexts

Confirmation of the significance of the community consultation section of the
syllabus and, apart from proposals for a few minor amendments, the
appropriateness of the text. A consistent theme, however, throughout
consultation meetings was the need to represent a full range of organisations
with which schools would engage for consultation in this section

Overall interest in and support for elective modules with new content. The
elective Comparative Aboriginal Languages Study within Australia was, in
the majority of cases, well received on the assumption that protocols will be
observed. For one Elder, the learning of a neighbouring language(s) in the
subject was reminiscent of ‘the old days’ when Aboriginal people spoke
several neighbouring languages. At one site, however, a custodian asserted
that protocol would not permit an off-Country language being taught on that
Country. The subject was seen to be particularly useful for introducing
boarding students’ heritage language(s), as long as protocols are observed
and resources permit

Agreement that the academic rigour was appropriate for Stage 6 students.
The recurring use of the word ‘simple’ in ‘simple texts’ in some module
content was felt to potentially undermine the complexity of the language and
students’ capacity, particularly students who have been studying an Aboriginal
language since Kindergarten

The importance of including content about Indigenous cultural and intellectual
property (ICIP) regarding Aboriginal languages maintenance and protection

The issue of on-Country and off-Country access to Aboriginal languages for
students was raised regularly throughout consultation meetings, with requests
for solutions to be sought to enable students to have access to and education
in their heritage language(s)

The need for further resourcing, eg funding for specialist teachers, and for
appropriate quality consultation on the teaching of modules that contain
content that is different from the Aboriginal Languages K–10 Syllabus

Appropriate professional learning for teachers of Aboriginal languages was
also identified as important, particularly for a few elective modules that contain
content that is different from the K–10 syllabus.
9
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
Actions in response to consultation feedback:

Retention of the flexible structure of the syllabus, including the proposed
modules and their substantive content

Retention of the substantive content of the community consultation section of
the syllabus and, where sufficient evidence supported, minor adjustments
including representation of a full range of organisations with which schools
would engage for consultation, such as Aboriginal language centres,
education consultants and Local Aboriginal Land Councils

Retention of elective modules with content different from the K–10 syllabus,
on the basis that schools and communities will have ample scope to choose
electives that best suit their context

Minor adjustments made in response to aligning module content and text to
the expectations of stakeholders for Stage 6 Aboriginal Languages students,
including a reduction of instances of the use of the word ‘simple’ in ‘simple
texts’ in some module content

Increase in the number of references to ICIP in the CEC syllabus and in some
module content

Recommendations to government organisations, school systems and the
community to:

further investigate the issue of on-Country and off-Country access to
Aboriginal languages for students

enable, in the longer term, K–12 Aboriginal students to have access to
and education in their heritage language(s)

further investigate the issue of resourcing and teacher professional
learning to ensure the successful implementation of the syllabus, including
support for appropriate, quality consultation with local communities

investigate opportunities to provide professional learning for teachers of
Aboriginal languages, particularly for elective modules that contain
content that is different from the K–10 syllabus.
10
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
5
Analysis
5.1
Diversity of learners
This section was well received by respondents. Evidence from stakeholder feedback
supported the retention of the text in this section, with some adjustment to
sequencing and the addition of content.
Feedback affirming Diversity of learners
Summary of feedback
Sources
Strong support for collaborative curriculum planning.
Nambucca CM
‘… in line with other NSW documents.’
DoE
‘This provides continuity with the K10 syllabus.’
AIS
‘The Diversity of Learners section clearly articulates the
flexibility available within the course to meet the needs of
diverse learners.’
AIS
Key matters raised and actions
Key matters
Sources
Actions
‘Any reference to adjustments in the context of
collaborative planning would best be
positioned ahead of reference to the more
formal disability provisions, specific to the HSC
examination.’
AIS
Sequencing was
adjusted.
‘This section is good but like the information for HE
gifted and talented students it should also state
that students with special needs and students
who are learning English as an additional
language (EAL/D) “may also benefit from
individual planning …” and “involve teachers,
parents and students with reference to
documents and advice from BOSTES and the
education sectors”.’
11
Inconsistency noted
and additional text
added in
collaboration with
specialist partners.
In that process, the
word ‘individual’ was
adjusted to
‘collaborative’.
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
5.2
Introduction to Aboriginal Languages in the Stage 6
curriculum
5.2.1 Principles and protocols
This section was of particular interest to most respondents. There was a strong and
consistent message that consultation is critical to the successful implementation of
the syllabus, particularly where new module content will require advice from Elders
and other community members.
The issue of on-Country and off-Country access for K12 Aboriginal students
to Aboriginal languages that are their heritage language(s) was a strongly and
frequently expressed and consistent theme that emerged from discussion of this
section. While it is largely out of the scope of the consultation on this syllabus, it is
important that further discussions are organised to identify strategies to address this
issue.
A few further amendments were recommended. The inclusion of the phrase
‘traditional owners’ was a proposed amendment. Another was to emphasise ‘cultural
safety’ rather than ‘ethical’ behaviour.
Feedback affirming Principles and protocols
Summary of feedback
Sources
Overall, the principles and protocols are appropriate and
clear.
Coffs Harbour CM
Nambucca CM
Strong agreement for ongoing consultation with Aboriginal
knowledge holders in the ‘principles’ definition.
Dubbo CM
One Elder asked: ‘How can the community be involved in
school programs such as this?’
Batemans Bay CM
12
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
Key matters raised and actions
Key matters
Sources
Actions
Paragraph 1  ‘guidance from local Aboriginal
knowledge holders’, add ‘and keepers’.
Dubbo CM
Phrase reworded to
include ‘and
keepers’.
Paragraph 1  add ‘and/or comparative
language(s)’ after ‘a particular Aboriginal
language’.
Nambucca CM
Meaning clarified in
paragraph 2.
Paragraph 2  after ‘custodians’, add
‘traditional owners’ of Country and cultural
knowledge.
Dubbo CM
Word added and
phrase reworked.
Paragraph 2  concern about who should
teach off-Country language. Text should be
explicit that permission by local community is
needed for an off-Country language to be
taught as part of the comparative language
module.
Dubbo CM
Nambucca CM
The sentence ‘The
support of the local
Aboriginal
community will also
be needed.’ added
to reinforce
protocols.
‘Principles’ definition should stress cultural
Dubbo CM
safety rather than ‘ethical’ behaviour. After
‘long-term improvement’, add ‘and partnership’.
The word ‘cultural
safety’ added. The
word ‘ethical’
removed.
Suggested a stand-alone point in the
‘protocols’ definition concerning traditional
owners of Country and cultural knowledge.
Dubbo CM
Stand-alone
Indigenous cultural
and intellectual
property (ICIP) bullet
point added.
Replace ‘to provide broad directions’ with
‘make recommendations’ in final paragraph.
Coffs Harbour CM
Phrase replaced.
Move the final paragraph to become the
second paragraph so ‘there is no doubt that
local Aboriginal community should be involved
in the introduction of Aboriginal languages in
schools’.
DoE
Paragraph moved.
Move the last sentence in old paragraph 2 to
become the first sentence in the paragraph to
reinforce meaning.
Nambucca CM
Paragraph
rearranged.
13
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
5.2.2 Community consultation
Overall retention of the draft text in this section is supported, with the exception of
the broad stakeholder expectation that the current text referring to the NSW AECG
as a key group for consultation be further expanded. The purpose of this is to make
explicit the range of organisations and system personnel able to help with the
consultative process, such as Aboriginal language centres, education consultants
and Local Aboriginal Land Councils. Respondents consistently stressed the need for
community consultation relating to the teaching of Aboriginal languages in school
programs.
Feedback affirming Community consultation
Key matters raised and actions
Summary of feedback
Sources
Actions
Add the words ‘and culture’ after ‘in the
revitalisation of their languages’ in section 3.2.
Nambucca CM
Words added.
Add ‘other organisations’ and ‘where a
Language centre exists schools should
consult’.
Nambucca CM
Phrase reworded to
add more
information.
Add the word ‘initial’ before advice.
DoE
Word added.
Suggestion to include Local Aboriginal Land
Councils as possible contacts for schools.
C1
Included in list.
14
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
5.3
Rationale
Feedback affirming Rationale
In general, the rationale was well received by respondents.
Summary of feedback
Source
No change to the rationale.
DoE
Key matters raised and actions
Summary of feedback
Sources
Actions
On page 10, paragraph 3, ‘since the
introduction of the Aboriginal Languages
K–10 Syllabus in 2003’. It needs to be asserted
that this was ‘hard fought for’. The Draft
Declaration on the Rights of Indigenous
Peoples was noted.
Dubbo CM
Phrase added.
Noted a history of punishment for speaking
language; trying to help community move past
that history and fear of punishment and
reprimand.
Batemans Bay CM
No action.
Spelling mistake in line 3.
LCI
Corrected.
Dangling participle ‘connected to’.
Nambucca CM
Corrected.
15
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
5.4
Aim
There was general agreement that the aim was clear and appropriate. A suggestion
to change the format was welcomed; however, the current format is consistent with
the organisational format for this type of syllabus.
Feedback affirming Aim
Summary of feedback
Source
The aim is appropriate.
Coffs Harbour CM
Nambucca CM
Key matters raised and actions
Summary of feedback
Source
Action
The aim is too cluttered. ‘Outline with dot
points, this will be clearer.’
DoE
No change, as the
format of the aim
follows CEC format
for consistency.
5.5
Objectives
Key matters raised and actions
Overall, the objectives were supported in their current form, apart from suggestions
for minor adjustments.
Summary of feedback
Sources
Actions
Second line  use ‘among’ instead of ‘between’. DoE
No change, as
original objective is
deemed
grammatically
adequate.
Second last line, after the comma, add ‘will’ in
italics before ‘gain an appreciation’.
No change, as it
would be stylistically
different from other
objectives.
16
DoE
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
5.6
Outcomes
The outcomes section was well supported by the majority of respondents.
Feedback affirming Outcomes
Summary of feedback
Sources
A ‘good thing that students will develop the skills’.
Coffs Harbour CM
No changes to the outcomes.
DoE
5.7
Course structure
There was general agreement that the course structure was clear and appropriate.
5.8
Organisation of the content
There was general agreement that the organisation of the content was clear and
appropriate.
Feedback affirming Organisation of the content
Summary of feedback
Source
No changes to the organisation of the content.
DoE
17
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
5.9
Learning across the curriculum
Some respondents proposed changes to this section, including removing the areas
that may not have strongly resonated with module content. This is the first Content
Endorsed Course produced by BOSTES where Learning across the curriculum in
this form has been incorporated. The icons appearing in modules were linked to
content as authentically as possible by writers during the designing stages. It is
envisaged that as a part of the usual syllabus development process, future reviews
of the syllabus will identify if this section requires adjustment.
Feedback affirming Learning across the curriculum
Summary of feedback
Source
No changes.
DoE
Key matters raised and actions
Summary of feedback
Sources
Actions
‘Suggest that only certain learning across the
curriculum content is focused on and expanded
upon. This would ensure this section is more
meaningful and relevant to the syllabus …’
AIS
No action. Learning
across the
curriculum content
icons were added
by writers.
Need to include icon for ‘Asia and Australia’s
engagement with Asia’ in Module 9,
International Experiences in Indigenous
Language Maintenance and Revival.
Nambucca CM
Icon added.
18
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
5.10 Content
Evidence suggested strong support overall for the proposed core and elective
modules, with suggestions for adjustment or improvement. The flexibility, in
particular, of the generous number of elective modules that span a diverse array of
topics was considered an advantage of the draft syllabus. School and community
representatives reported that the syllabus could be implemented readily within their
teaching and learning contexts. Proposals for adjustments include changes to the
title of Elective Module 1, additional content in Core Module B, and minor
amendments to text within some modules.
Feedback affirming Content
Summary of feedback
Sources
‘Because of the diverse situations in each community[,]
this approach of being flexible with the content delivered
and localised is the most workable module in my opinion.’
C1
‘… achievable across a range of school contexts.’
AIS
Core Module A: Language of Country
Feedback affirming Core Module A: Language of Country
Summary of feedback
Sources
‘It allows for the language learning outcomes to be
achieved across all languages and is not dependent upon
level of language reclamation or revitalisation.’
AIS
Strong support for the description.
Nambucca CM
Agreement with inclusion of the contrast of the target
language with Aboriginal English. Questioned why not in
the K10 syllabus.
Nambucca CM
19
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
Elective Module 1: Recover, Re-voice, Re-practise
Feedback affirming Elective Module 1: Recover, Re-voice, Re-practise
Summary of feedback
Source
Strong support for the description.
Nambucca CM
Key matters raised and actions
Summary of feedback
Source
Action
Module should be called ‘Reclamation, Revival
and Maintenance of Aboriginal Languages in
Australia’.
DoE
Title changed.
Elective Module 2: Family and Kinship Connections
Feedback affirming Elective Module 2: Family and Kinship Connections
Summary of feedback
Sources
Strong support for the description.
Nambucca CM
Strong support for investigating totems in target language.
Coffs Harbour CM
Key matters raised and actions
Summary of feedback
Sources
Actions
Concern ‘kinship words are the first to be lost’.
Nambucca CM
Historical records to explain systems but not
Coffs Harbour CM
words. Concern about degree of knowledge.
Discussion of history and effects of colonisation
on knowledge.
No action.
Agreement that
module can focus
on ‘responsibilities’
in target language
where words have
been lost.
Replace ‘explain’ some of the roles of Elders
with ‘explore’.
Replaced.
Nambucca CM
20
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
Elective Module 3: Country, Waterways and Sky
Feedback affirming Elective Module 3: Country, Waterways and Sky
Summary of feedback
Sources
Strong support for the description.
Nambucca CM
Coffs Harbour CM
Bush tucker and bush medicine ‘go together’.
Nambucca CM
Key matters raised and actions
Summary of feedback
Source
Action
Bush tucker and bush medicine should only be
taught at a ‘basic level’.
Nambucca CM
The word ‘basic’
added to the
description.
Elective Module 4: Stories and Storytelling
Feedback affirming Elective Module 4: Stories and Storytelling
Summary of feedback
Sources
Strong support for the description.
Nambucca CM
Coffs Harbour CM
Support for contemporary texts. A great opportunity for
students who are creative. A teacher said ‘that is what I
already do at TAFE’.
Coffs Harbour CM
Key matters raised and actions
Summary of feedback
Sources
Actions
Delete the word ‘an’ from final sentence of the
description to clarify meaning.
Nambucca CM
Deleted.
Replace ‘display’ with ‘represent’ ideas about
culture in stories.
Nambucca CM
Coffs Harbour CM
Replaced.
21
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
Elective Module 5: Language and Performance: Song and Dance
Feedback affirming Elective Module 5: Language and Performance: Song and
Dance
Summary of feedback
Sources
Strong support for the description. ‘Gives the students who
are more creative a chance to excel.’
Coffs Harbour CM
Nambucca CM
Agreement that this module will be effective in extending
vocabulary for directions, location, body parts, etc.
Nambucca CM
Elective Module 6: Speeches and Speechmaking
Feedback affirming Elective Module 6: Speeches and Speechmaking
Summary of feedback
Sources
Strong support for the description.
Nambucca CM
‘Builds confidence. A good thing to do.’
Nambucca CM
Key matters raised and actions
Summary of feedback
Source
Action
Special education needs – students could be
videotaped privately and the video played in
selected setting. Speech not necessary in
confronting public context. Need to minimise
‘shame’ as required.
Nambucca CM
The description
altered to include
‘either live or by a
recording’.
Elective Module 7: Protocols and Language
Feedback affirming Elective Module 7: Protocols and Language
Summary of feedback
Sources
Strong support for the description.
Nambucca CM
Coffs Harbour CM
Noted emphasis on skill development for youth. ‘Effective
community consultation’ in the description supported.
Nambucca CM
22
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
Elective Module 8: Comparative Aboriginal Languages Study within
Australia
Feedback affirming Elective Module 8: Comparative Aboriginal Languages
Study within Australia
Summary of feedback
Sources
‘We welcome the inclusion of this module as it will provide
students with the opportunity to engage more deeply with
and share their home language within a school setting.’
AIS
Desire for module to be rigorous – it is comparative.
Coffs Harbour CM
Strong support for this module, as it is ‘going back to the
old days’ when Aboriginal people spoke several
languages.
Nambucca CM
Key matters raised and actions
Summary of feedback
Sources
Actions
A respondent suggested replacing the word
‘Comparative’ with ‘Complementary’ in the title
of the module to remove ideas of judgement.
Also to add the word ‘Understanding’ so the
module title becomes: ‘Understanding
Complementary Languages within Australia’.
Coffs Harbour CM
No action, as other
feedback was
positive about
original title.
Local protocol would prevent an off-Country
language being taught.
Coffs Harbour CM
Retain elective
module and its
content. Not a
mandatory module.
Supported by other
respondents.
23
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
Elective Module 9: International Experiences in Indigenous Language
Maintenance and Revival
Feedback affirming Elective Module 9: International Experiences in Indigenous
Language Maintenance and Revival
Summary of feedback
Sources
Strong support for the description.
Nambucca CM
Coffs Harbour CM
Key matters raised and actions
Summary of feedback
Sources
Actions
Discussion of upper and lower case for
‘indigenous’.
Nambucca CM
Meaning clarified in
the glossary.
Concern that the measurement scales are
unknown. Suggestion that these terms need
links.
Nambucca CM
No action as outside
scope.
Elective Module 10: Aboriginal Languages and Information and
Communication Technology
Feedback affirming Elective Module 10: Aboriginal Languages and Information
and Communication Technology
Summary of feedback
Sources
Strong support for the description.
Nambucca CM
Coffs Harbour CM
Some students already communicate in Aboriginal
languages using ICT.
Nambucca CM
Strong support for designing and using computer
programs. ‘This could be the module for some students.’
Coffs Harbour CM
A respondent noted that this module is very different from
other BOSTES content/syllabuses relating to ICT, but
would not change it.
Batemans Bay CM
24
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
Key matters raised and actions
Summary of feedback
Sources
Actions
Refer to ICT in module title.
E1
Added in module
title.
Change ‘the interactive classroom
environment’ to ‘interactive environments’.
E1
Changed.
Delete ‘storage’. ‘Sharing data’ rather than
‘sharing data storage’.
E1
Deleted.
Research a range of ‘digital tools’ rather than
ICT. Delete examples.
E1
Changed to clarify
meaning and
deleted
unnecessary
examples.
Delete the word ‘modalities’ in the description.
E1
Deleted.
Overlap in the ‘Students’ section. Careful
review needed.
E1
Reviewed and
overlap removed.
Replace ‘by’ a range of audiences with ‘for’ a
range of audiences.
Nambucca CM
Replaced.
Suggestion to add: Uses ICT to record, edit
and publish text, video, audio and
environments with appropriate IP and cultural
awareness.
E1
Minor adjustment
made.
25
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
Elective Module 11: School-developed module
Key matters raised and actions
Summary of feedback
Source
Action
Remove ‘be’ in the description.
Nambucca CM
Removed.
Core Module B: Building Local Aboriginal Language Capacity
Feedback affirming Core Module B: Building Local Aboriginal Language
Capacity
Summary of feedback
Source
Strong support for the description.
Nambucca CM
Coffs Harbour CM
Key matters raised and actions
Summary of feedback
Source
Action
The description has language building, but this
is missing in the content.
Mildura CM
New content bullet
point added to
module to
incorporate
language building
and the Indigenous
cultural and
intellectual property
(ICIP) issues
involved.
26
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
5.11 Assessment and reporting
Summary of feedback
Source
No changes to Assessment and reporting.
DoE
5.12 Glossary
Feedback affirming Glossary
Summary of feedback
Sources
No changes to the glossary.
DoE
Remove the term ‘initiated’ from the definition of
‘re-practise’ due to potential misinterpretation.
Ultimo CM
Key matters raised and actions
Summary of feedback
Sources
Actions
Add ‘sign language’.
Nambucca CM
The term and
definition were
added.
Remove the term ‘initiated’ from definition of
‘re-practise’ due to potential misinterpretation.
Ultimo CM
Removed
introduction to
definition,
including the term
‘initiated’.
Add the words ‘outside Australia’ to the
definition of Indigenous (note: a clearer
definition needed to avoid confusion of
Indigenous/indigenous).
Dubbo CM
Meaning clarified
by adding ‘In
NSW the term
Aboriginal
person/people(s)
is preferred. See
Aboriginal
person/people(s)’.
27
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
6
Respondents
6.1
Respondents by cultural affiliation, gender and sector
representation
Feedback from a range of stakeholder groups was acquired during the consultation
on the Draft Aboriginal Languages Stage 6 CEC Syllabus. Demographics of
respondents have been represented in the following charts according to cultural
affiliation, gender and sector representation. The data collection method for the
consultation was determined by BOSTES in consultation with the Reference Group.
It was anticipated that the most effective and culturally appropriate means of
acquiring feedback from Aboriginal respondents, as a significant cohort within the
broader stakeholder group, was through face-to-face consultation meetings rather
than online surveys. This strategy for data collection was confirmed as the most
effective by the results of the consultation activity, which showed that higher
response rates occurred from consultation meetings rather than other data collection
methods.
It was proposed by the Reference Group that an online survey nonetheless be
included among the data collection methods to cater specifically for teachers. An
open and a targeted online survey were designed, the latter catering for an expert
Aboriginal language teacher audience. The alumni of the Master of Indigenous
Language Education (MILE), University of Sydney, were identified as a suitable
group within the overall sample from which to acquire expert feedback.
The total number of respondents for the consultation, excluding the Reference
Group, was 58. The Reference Group comprised representatives from the NSW
Aboriginal Education Consultative Group Inc (AECG); public, independent and
Catholic education systems; TAFE NSW; Aboriginal teachers; principals; higher
education; and state and independent teacher education unions.
Regarding cultural affiliation, 79% of respondents within this consultation were
Aboriginal participants and 21% were non-Aboriginal participants (Figure 1). No
respondent identified as being a Torres Strait Islander participant. No participant
identified as being an Aboriginal and Torres Strait Islander person.
28
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
Aboriginal respondents
Non-Aboriginal
respondents
Torres Strait Islander
respondents
Aboriginal and Torres
Strait Islander
respondents
Figure 1: Respondents by cultural affiliation
In regard to gender representation in this consultation, the majority of respondents,
66% of the total respondents, were female participants and 34% were male
participants (Figure 2).
Female respondents
Male respondents
Figure 2: Respondents by gender
Regarding ‘Respondents by sector representation’ (Figure 3), the sector affiliation of
respondents was determined by disclosure of representation on the attendance
register or survey (eg ‘Elder’, ‘Consultant’) or through their verbal response where a
particular and sustained standpoint was taken (eg ‘as a parent’) in a consultation
meeting. The views of Elders constituted 12% of total feedback. Respondents who
identified solely as ‘Community members’ represented 14% of the total number of
respondents.
29
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
Elders
Community members
Consultants
Principals
Teachers
Parents
Aboriginal education workers
Higher education
TAFE students (Aboriginal
languages)
Education administrators (TAFE)
Figure 3: Respondents by sector representation
The stakeholder group identified in this report as ‘Consultants’ was significantly
represented at 29% of the total number of respondents. That group included
Aboriginal education consultants, independent Aboriginal languages consultants and
modern languages consultants. While fewer ‘Higher education’ responses were
received (2%), the specific feedback was detailed and expert in nature.
Of the total number of respondents, 19% identified as teachers with the majority
being Aboriginal teachers. Principals represented 3% of the total number of
respondents. Aboriginal education workers comprised 3% according to selfidentification although, like other respondents, representation was often broader than
one category in reality. The category of ‘Parents’ was similarly one that could have
been shared by several respondents; however, as 2% of total respondents, the
verbal response from the parent respondent group provided insight about practical
issues of school-based Aboriginal languages education implementation.
The vocational education sector as represented by TAFE NSW students and
administrators was well represented (16%). This was particularly useful given the
issue of differentiation between the Aboriginal Languages Stage 6 CEC Syllabus and
Aboriginal languages courses in TAFE.
It is significant to note that due, in part, to the emerging nature of the field, the
position of Aboriginal languages education within language education professional
30
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
structures, and the need for particular forms of administrative and other support,
there is currently no state-based Aboriginal languages teachers professional
association from which to acquire input. As a result, there is no ‘Aboriginal languages
teachers professional association’ category for data collection within the sector
representation category.
31
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
6.2
Consultation meetings
Consultation meetings were held in the following locations:
Date
Venue
Code
10 August
Nambucca Heads 10.00 am  12.00 noon
Muurrbay Aboriginal Language and Culture Co-operative
Nambucca
Nambucca CM
10 August
Coffs Harbour 4.00 pm  6.00 pm
Toormina High School
Toormina
Coffs Harbour CM
11 August
Sydney 4.00 pm  6.00 pm
Marsden High School
West Ryde
West Ryde CM
14 August
Sydney 9.15 am  10.30 am
Turner Hall, Sydney TAFE
Ultimo
Ultimo CM
17 August
Batemans Bay 4.00 pm  6.00 pm
Batemans Bay High School
Batehaven
Batemans Bay CM
26 August
Dubbo 4.00 pm  6.00 pm
Yarradamarra Centre, TAFE Western
Dubbo
Dubbo CM
27 August
Mildura 1.00 pm – 3.00 pm
Dareton Public School
Dareton
Mildura CM
32
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
Reference Group meetings at BOSTES
Name
Organisation
Code
Mr Anthony Seiver
Aboriginal Affairs NSW
RG
Ms Rosalyn Thomas
Association of Independent Schools of NSW
RG
Dr Christine Evans
(Chair)
Board of Studies, Teaching and Educational
Standards NSW
RG
Ms Mary Senj
Catholic Education Commission NSW
RG
Ms Cindy Berwick
NSW Aboriginal Education Consultative Group Inc
RG
Mr Vincent Cooper
Independent Education Union NSW/ACT
RG
Mrs Jenni Tillett
Aboriginal Education & Community Engagement
NSW Department of Education
RG
Ms Michele Hall PSM
Connected Communities
NSW Department of Education
RG
Ms Charline Emzin-Boyd
NSW Teachers Federation
RG
Mr Peter Macbeth
NSW Secondary Principals’ Council Inc
RG
Ms Penelope Grace
Teacher representative (Special Education)
RG
Mr Rod Towney
TAFE NSW Western Institute
RG
Ms Susan Poetsch
Mr John Hobson
University of Sydney
Faculty of Education & Social Work
RG
33
Consultation Report  Draft Aboriginal Languages Stage 6 Content Endorsed Course Syllabus
6.3
Online survey responses
6.3.1 Public online survey responses
Respondent
Date
Code
Teacher
3 September
T
Language consultant (Independent)
11 September
LCI
Respondent
Date
Code
Language consultant/Languages researcher
28 August
ECLR
Academic
11 September
HE
6.3.2 Targeted online survey responses
6.4
Written submissions
Organisations, groups and individuals
Code
Aboriginal Education and Community Engagement, and Leadership
Directorate (Secondary), Department of Education
DoE
Association of Independent Schools of NSW
AIS
Confidential community member response (individual)
C1
Confidential expert teacher response (individual)
E1
34