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http://www.ncisa.edu.au

Policies and guidelines

• Aboriginal and Torres Strait Islander education policy
• Anti-harassment policies
• Anti-racism policy
• Complaint mechanisms
• Employment and personnel policies
• English as a Second Language education policy
• Language education policy
• Multicultural education policy
• Overseas students policy
• School religious philosophy

Curriculum and pedagogy

• Aboriginal and Torres Strait Islander education programs
• Bilingual programs
• English as a Second Language programs
• Ethnic Schools Program
• Indigenous community interaction programs
• International Curriculum
• Language education programs
• Multicultural and Indigenous across curriculum perspectives
• Multicultural education programs
• Overseas exchange and community living programs
• Religious education programs
• Social Justice and Community Justice programs

Training and development

• English as a Second Language in the Mainstream programs
• Inservice teacher training and development programs
• Non-teaching staff training and development programs
• Pre-service teacher training and development programs

Student support and development

• Behavioural management/anti-harassment programs
• Boarding house pastoral care programs
• Careers advice
• Counselling
• International clubs and organisations
• Overseas aid and community work placements
• Pastoral care programs
• Peer support programs
• Student representative councils

Parent and community involvement

• Australian Parents' Council
• Community events
• Ethnic Schools Associations
• Hosting programs for Aboriginal and overseas boarders and students
• Learning Assistance Program
• Non-Government Schools Parent Councils
• Parent participation programs
• Parents and Friends Associations
• School Councils/Boards

Monitoring and reporting

• Accountability processes
• Planning and reporting processes
• Student learning outcomes

About NCISA

The National Council of Independent Schools' Associations (NCISA) is a peak national council covering the independent schools sector. It comprises eight State and Territory Associations of Independent Schools. Through these Associations it represents a sector with 950 independent schools. These schools have some 370,000 students and about 50,000 staff.

The independent schools sector includes schools affiliated with the larger and the smaller Christian denominations, or with the Islamic and Jewish faiths; schools with varying interpretations of mainstream school education; and schools which promote a particular philosophy of education such as Montessori or Steiner schools; other independent schools, such as Aboriginal community schools or co-operative schools, catering for particular community groups.

The National Council of Independent Schools Associations provides this information on countering racism in Australian schools on the understanding that it is for each school to interpret and respond to this issue in ways that reflect its distinctive character and respect its autonomy. Each independent school has the capacity to respond to the needs of their communities, consistent with their values and traditions.

The following framework provides some examples of different ways in which the individual schools approach and handle each focus area. Further details can be obtained from the Associations of Independent Schools in each State or Territory, or the individual school itself.

Policies and guidelines

NCISA supports the policies and guidelines in combination with the various individual philosophies of the individual member schools.

Individual school policies cover a range of forms of discrimination and harassment, including those which are based on race and ethnicity. The policies specifically encourage tolerance and acceptance of others, no matter how different they are in culture or nationality.

Many school policies encourage curriculum and activities to broaden the school community experience and interaction with a range of cultural diversity.

Many schools have a policy to actively encourage enrolment of Aboriginal and Torres Strait Islanders and overseas students. Others foster direct contact with Aboriginal and Torres Strait Islander communities and community groups from language backgrounds other than English either in Australia or overseas.

Curriculum and pedagogy

Many schools base their curriculum on the worth of each person as being created equal and for many schools this belief is central to their philosophy and religion of the school. This belief will therefore underpin all curriculum and pedagogy. In many cases this is born out in religious education programs. Many schools include Aboriginal and Torres Strait Islander cultural awareness and education. Teachers, principals and school assistants have gained insight into the realities of racism and have then included appropriate strategies in the classrooms. Similar programs have been developed and implemented with groups from various ethnic and language backgrounds.

In many schools where there are a limited number of students from culturally and linguistically diverse backgrounds, programs are specifically developed to diversify the experience of their students and school communities. These programs can include the encouragement of enrolment of students from culturally diverse backgrounds, from overseas students and community interaction programs.

Curriculum in the majority of schools includes the teaching of a number of cultures and languages other than English and these programs are often accompanied by exchange programs with the country of the language taught. Many schools encourage the study of first languages other than English through ethnic school programs if the language cannot be offered through the normal school curriculum. English as a second language (ESL) programs are also included in schools with a significant enrolment of students of non-English speaking background or overseas students.

Many schools also include the International Baccalaureate program in their curriculum and through this program encourage the interaction of staff and students with staff and students from a variety of different cultural and linguistic backgrounds.

Training and development

Pre-service training for staff includes inclusive teaching strategies promoting tolerance in the classroom and school environment. Indigenous education and multicultural education is included to enable the teaching staff to include these programs in their curriculum. Teacher and support staff training and development is ongoing in all schools. Many schools are involved in the ESL in the mainstream professional development programs.

Student support and development

Different models of student leadership are used in the differing schools but all schools have either prefects or student representative councils or a combination of both. Many schools involve senior students as peer support leaders and pastoral care programs are frequently included in the religious education program as well as house systems. Within the house systems there are usually a number of staff appointed to administer pastoral care to a group of students with a number of students in leadership/support roles. Some 15,000 students in independent schools are boarders and these students are likewise cared for by staff and student leaders. Some boarding schools actively encourage enrolment by Aboriginal and Torres Strait Islander students as well as students from overseas. The 6,700 international students in independent schools represent just over a half of such enrolments in Australian schools and many independent schools have grown into cosmopolitan communities.

In order to increase the diversity of experience of students of other cultures and languages, many schools have international clubs. These clubs encourage the social interaction between students of different cultures and language backgrounds.

Many schools have student groups actively working to provide financial or physical aid to many disadvantaged communities, both inside Australia and overseas. This aid often involves a visit and personal involvement of a student group.

Anti-harassment and anti-racism behaviour management programs are in all schools reflecting their respect for each individual. These behavioural management programs are often based on the religious and philosophical belief of individual schools.

Parent and community involvement

Most independent schools involve both parent and the community in the management of their school through school boards and councils. A national parents council and state organisations of parents and friends are available to assist schools as well as local parent and friend associations. A balanced cross section of all community groups is encouraged in these organisations.

Parent and community involvement from all ethnic groups is also encouraged. Some schools encourage involvement with local ethnic schools and many are involved in celebrating local community events with local and distant communities.

Many schools are actively involved in hosting programs for rural, Aboriginal and Torres Strait Islander and overseas students both in boarding schools and home-stay programs. Interaction and visits between the home community and that of the school are encouraged and fostered.

Monitoring and reporting

Student learning outcomes are clearly documented in all schools and every effort is made to discuss and inform parents of expectations and progress. These learning outcomes take issues of cultural experience and language knowledge into account.

Learning programs and reporting processes are regularly evaluated in independent schools and parental feedback is regularly sought.