Our commitment to social justice calls us to recognise, appreciate and celebrate cultural diversity.
St Therese’s is committed to the creation of a school community characterised by acceptance, security, justice, happiness and an environment of growth.
Our school provides a safe, inclusive and culturally responsive learning environment where Aboriginal and Torres Strait Islander students feel valued, respected and supported to achieve their full potential. We promote high expectations of Aboriginal and Torres Strait Islander students through quality teaching and learning opportunities, while nurturing cultural growth and identity.
We celebrate the rich histories, cultures and contributions of Australia’s First Peoples and recognise that strong partnerships with families, carers and community are essential to student success.
A curriculum that is truly Australian provides opportunities for all students to develop knowledge and appreciation of Aboriginal and Torres Strait Islander heritage, culture, spirituality and contemporary issues, fostering a sense of respect and understanding.
Implementation
Educational achievements of Aboriginal and Torres Strait Islander students at St Therese’s Primary School, New Lambton are promoted by:
- Ensuring we identify, name and acknowledge the traditional custodians of the land our school stands upon, the Awabakal people
- Providing curriculum, teaching and assessment programs that are challenging, have high expectations and are culturally appropriate
- Providing intensive literacy and numeracy support for Aboriginal and Torres Strait Islander students where needed
- Challenging Aboriginal and Torres Strait Islander students to excel by providing opportunities for extension and enrichment, recognising each student has unique strengths, talents and aspirations
- Supporting staff to develop knowledge and understanding of the educational and cultural needs of Aboriginal and Torres Strait Islander students
- Strengthening partnerships with Aboriginal and Torres Strait Islander families and the wider community and looking for opportunities for reconciliation and acknowledgement