Deputy Principal (Kelly Anderson)
Harmony Week: 15-21 March
Harmony Week is an opportunity for all Western Australians to celebrate our vibrant multicultural State. With one of our school values being Diversity, this week is an important one for our school, and we want to make sure that our differences are recognised as our greatest strength.
There are a range of activities planned by the Cultural Inclusivity Committee, with the support of many other staff and students, including the newly formed student Culture Club. Thank you in advance to those who have offered to help.
The Daily Notices will include some interesting facts about other countries (see attached), and also attached to this post are the schedule of activities (staff version) and a colouring in pack as a fun break activity for your classes.
Please promote the activities to the students and maybe even do a lesson linked to Harmony Week if you can.
Cultural Inclusivity - Careers advice for First Nations students and families
Supporting First Nations kids towards career success: A yarn with educators
(myfuture Insights webinar – 12 March 2024)
A webinar was presented last week by Tracy Ryan for myfuture, an initiative of Education Services Australia. She outlined ways in which educators could best support First Nations students in their career development. The webinar was based on her report, How is First Nations success shaped? Tracy Ryan, Marradhali Aboriginal Corporation and Charles Sturt University.
KEY POINTS
- Adults working with young First Nations people and their communities need to understand unconscious biases and the lasting impacts of colonisation. Be open to and listen to the truth-telling offered by First Nations people.
- They should seek input from First Nations people, especially the Elders in their community, about matters that impact First Nations people.
- They should be aware of First Nations core values of responsibility, reciprocity, respect, equity, cultural continuity around a central focus of spirit and integrity. (See Fig.1 in the report). First Nations people value reciprocal relationships and help each other to ensure whole community wellbeing. They value the knowledge held by elders, and this is shared with groups who are willing to take responsibility to preserve this knowledge. They share resources as a community.
- System leaders should assist First Nations people to drive systemic change, by gaining education and opportunities that will enable them to become system leaders themselves. This is what is valued by First Nations people, that they can gain knowledge, share resources, and improve community wellbeing by making systemic changes. System leaders should co-design systemic changes with First Nations people.
- Education should focus on the development of transferable skills and flexible career journeys. First Nations people change employment based on the shifting needs of self, family, and community.
- We should all empower First Nations people to develop their skills and knowledge, and to devise and implement their own solutions.
- We should all listen to First Nations people and their communities about what they need and want.
Cultural Inclusivity - Interpreter Services
Communication with parents is an essential part of our role as educators. Not all parents can communicate effectively in the same way that we do. Some may use sign language, whilst others may speak English as a second language, and may not be proficient.
The parent or family member may present with an “I need an Interpreter” card. This is a tool for them to use with agencies, like schools, to ask for assistance.
Even if they don’t ask for assistance, interpreter services may be needed, to ensure clear communication between the parties involved.
So, do you need an interpreter?
This is something you should consider each time you are meeting or calling a parent for the first time, particularly if you are aware that they may speak English as a second language.
- Identify the home language of the parents or family members.
- Establish the need for an interpreter. (See the attached decision-making guide)
Please note: It is not appropriate to ask the student or older siblings or other family members to interpret for you.
You can book an interpreter:
- for a phone or face-to-face conversation
- to interpret a document for a parent.
Interpreter services are available through an independent contractor who has a common use arrangement with the Department of Education. (see link provided)
https://ikon.education.wa.edu.au/-/access-interpreting-services?section=xzce
The DOE pay for these services, not individual schools, and there is a process to follow regarding the invoicing, which is outlined on Ikon.
Guidelines for working with an interpreter:
During an interpreted conversation:
- Expect the interpreter to interpret everything.
- Introduce the interpreter to the parent and explain the roles of the people present.
- Sit facing the parent, if possible, without any barriers such as desks.
- Speak directly to the parent as though the interpreter was not there. Say “Do you have…?” instead of “Ask her if she has…?”.
- Speak slowly and pause after every one or two sentences. Keep the sentences short.
- Watch the parent and interpreter for cues that communication may be going astray. Too many smiles and nods may mean the parent is agreeing, but not understanding.
- Be aware of cultural or political issues that may be of importance to the parent.