1. Home
  2. Mathematics & Numeracy
  3. Mathematics K-6
  4. Who was involved?
  5. Parents and community members
Print this page Reduce font size Increase font size

Parents and community members

One of the primary objects of the project was to provide parents and community members the opportunity to become actively involved in curriculum development. During the early consultation with schools, some parents expressed reservations about the project, reflecting on their own school experiences particularly in Mathematics. Homework was a common issue for parents in both schools, along with the terminology and methods of teaching presently used, especially when compared with their experiences. Parents and community at Crawford became engaged in the project through the ASSPA committee. At Walhallow their involvement was less formal as there was an expectation that the school staff had the expertise to develop the teaching units and their support was through attendance at the activity days such as the tabloid and tree planting, and through informal discussion over luncheons.


ASSPA Meeting 8th April – Issues raised by the community at Crawford

Concern that the program will only benefit the children whose parents participate

Clarrissa: What about the kids whose parents don't come up to meetings and help in class?

Daphne: Having parents up helps all Koorie kids. This will take years of work. It is not a quick process. We are breaking down a big barrier.

Hindrances to parents participating

Clarrissa: Parents feel if they didn't do really well at school they can't come up to school (They feel shamed, Ellie.) They think that teachers have such authority and they can't really talk to them.

Daphne: If, when parents come up, the teachers are welcoming, then parents will come back.

Local attitudes to school work

Troy: The thinking in this area is that you grow up, do the school certificate and get a trade, the non-Aboriginal people as well. We don't think beyond getting the kids through

Language barriers between parents and children.

Karen: There are language barriers between kids and parents.

Daphne: What we think we are telling the kids and what the kids are hearing can be different.

Clarrissa: The children are too shamed to ask for the explanation again and just sit there.

Parents shared information about their in-school tuition program

  • Created a school magazine, used digital camera
  • Opened up training courses for everyone, structured and unstructured format
  • 17 applications this year, grown from 12 last year

Summary from Mentor Liz

Issues identified at ASSPA meeting attended by the teachers

  • Sharing of information with teachers
  • Welfare issues in community that impact on our kids
  • Input into curriculum areas
  • Identifying resources
  • Breaks down racism and builds community
  • Need to encourage males to participate as role models for the boys

Discussion with two elders with mentors Bob and Anthony about making damper

two elders

Audio transcript of discussion about cooking damper

Print this page Reduce font size Increase font size