Includes principles for review and evaluation of materials; reviews of suitable material for junior primary, primary, junior secondary, senior secondary; not recommended list; includes title index, subject and level index, general index.B&w illustrationscurriculum development, secondary school education, primary schools education

Goals and strategies for teaching Aboriginal languages to Aboriginal students with differing language knowledge; suggested language activities.b&w illustrationsprimary school education, aboriginal studies, curriculum development

Gunditjmara Country is an integrated unit which looks at the lives, traditions and culture of the Gunditjmara People of Western Victoria. Developed as part of the Kormilda Science Project and targeted at all Australian students, this work recognises the need for Western and Indigenous cultures to contribute to the comprehensive education of Australia's youth. The introduction provides a guide to implementing this program of study in schools and includes feedback from teachers involved in trialling the material.gunditjmara, western victoria, education, curriculum development, geography, science, history, secondary school education

Display book with text, coloured photos, historical photcopies, time line, etc.colour photographs, games, newspaper clippingswathaurong, curriculum development, koori life and customs, primary school education, secondary school education, victorian history, geelong history

Part 1 National Statement for Languages Education in Australian Schools - purpose and nature of languages education, Part 2, National Plan for Languages Education in Australian Schools 2005-2008.languages in education, curriculum development, language education frameworks, language policy

An Aboriginal studies course detailing the history, culture and life experiences of the original peoples of the areas along the River Murray, Lakes and Coorong. It is part of the 8-12 Aboriginal studies program developed to meet the needs of students, teachers and Aboriginal people.maps, b&w illustrations, b&w photographs, oral histories, suggested class activitiesngarrindjeri, river murray, coorong, aboriginal studies, secondary school education, oral history, curriculum development

Booklet contains Ganai Word List, activities for language learning and illustrations for children for colour.b&w illustrations, word lists, gamesganai, language reclamation, curriculum development, classroom planning, cultural and intellectual property, early childhood education, primary school education, classroom activities

nunga, paralowie reception 12 school, kaurna plains school, national aboriginal pedagogy project, aboriginal and torres strait islander education policy, curriculum development, south australia, oral history, literacy and learning

Section 1. Notes on the use of this resource Section 2. Policy support statements. Aboriginal Studies Policy Statement of Victorian Aboriginal Education Association Incorporated (VAEAI) National Principles and Guidelines for Aboriginal Studies and Torres Strait Islander Studies, K-12 Principles for the Introduction of Aboriginal Perspectives in the Curriculum of the Catholic School (Catholic Education Commission of Victoria Policy 1.3, 1987) Section 3. Language, culture and viewpoint: issues of terminology Section 4. Units of work Unit 1. Koorie people of south-east Australia: a contemporary view Unit 2. On sacred ground Unit 3. Koorie life in the pre-contact era Unit 4. Mulla Meea-Baa Gnuenjall: a long time ago, and today Unit 5. The land we share: human stories in the environment Unit 6. Frontier wars Unit 7. Aboriginal mission stations and reserves in Victoria Unit 8. Land, law and indigenous Australians Section 5. Directory of indigenous organisations and affiliated groups/?agencies. National organisations Victorian organisations Catholic Education Commission of Victoria Indigenous Education personnel Organisations within regions of the Archdiocese of Melbourne Organisations within regions of the Ballarat Diocese Organisations within regions of the Sale Diocese Organisations within regions of the Sandhurst Diocese Cultural centres/?camps across Victoria.maps, b&w photographsvaeai, history, curriculum development, koorie studies, catholic education commission of victoria, secondary school education,

K - 10 syllabus looks at the overview of Aboriginal languages, contents of each stage, Outcomes and Contents and Assessment strategies.tableseducation, indigenous cultural maintenance, curriculum development, primary school education, secondary school education

Elective Course includes K - 10 Curriculum, Students with Special Needs, Life Skills and Outcomes, Assessment Standards.tableseducation, curriculum development, primary school education, secondary school education

tableseducation, curriculum development, primary school education, secondary school education

maps, diagramseducation, language revival, bilingual education

Slawa Horowitz-Duldig) was both an artist and a designer, and both aspects of her practice are represented in the collection. There is an archive of approximately 255 drawings by Slawa dating from 1917 until 1922. Slawa’s sketchbooks from this period provide an insight into her early training and demonstrate the artist’s early interest in portraiture. A number of the drawings have been framed, but the majority remains 'in situ'. Slawa was a student at the Viennese Kunstschule für Frauen und Mädchen (the Viennese Art School for Women and Girls) (KFM) from 1917 until 1921, and in 1922 she became a student of Anton Hanak. The KFM School had been established in 1897 as a private school, and it was highly regarded both for its teaching staff and academic curriculum. By 1918 it had introduced stringent admission policy similar to those of the Austrian Academy of Fine Arts, and obtained government funding for its academic program, and began to focus on students seeking to pursue careers as professional artists. In 1921 when Slawa applied to the Austrian Academy of Arts for a place in its program, her application was unsuccessful, as her work was considered advanced, and a place in the third or fourth year of the program was not available. In 1922 she became a private student of Anton Hanak. Many of the portrait images from this early period concentrate on capturing the physical appearance of the face of the model. A number of these studies, in which the subject is not identified, display an academic approach to the genre. Her technical skills in capturing precise facial features of the model, the expression of eyes and the texture of hair are evident. These drawings were perhaps completed in the studio of the KFM School. There are also portraits of friends and family members, including her sister Rella and others, perhaps parents and grandparents, who have yet to be identified conclusively. It is these images of family and friends that particularly demonstrate Slawa’s confidence with pen, charcoal and crayon on paper. Amongst the group are several portraits that indicate the artist’s interest in conveying the inner psyche of a subject, as well as capturing a likeness. Ann Carew 2016The drawings from this period give us an insight into the artist’s early training, and the teaching methods of Viennese Kunstschule für Frauen und Mädchen, one of the first professional art schools for women in Vienna. The drawings and sketchbooks have artistic, interpretative and research significance as records of the art education of women in Vienna in the early 20th century. Ann Carew 2016Charcoal over pencil sketch on paper of Slawa's sister Rella.Artist signature in the bottom left corner.

A co-curricular activity offered by the school while Eileen Price was Principal was the Junior Red Cross Home Nursing course. Despite troubled finances and low enrolments, Eileen Price focused on modernising the curriculum, introducing for example, an Individual Maths Program (IMP) laboratory and expanding co-curricular activities to include excursions. The number of students pictured in this photograph amount to almost half the number of enrolled students in 1968. Black and white photograph of a group of students in two rows. Some students wear the cape, badge and a head scarf of the Junior Red Cross.

This altar cloth is one of a set of four of various sizes, embroidered and donated by a parent for the opening of the school's chapel. The chapel was completed in 1989 and officially dedicated 'in thanks for the work of J.R. Pascoe' in March 1990. Religious instruction has never formed part of the curriculum at Westbourne but Christian values have underpinned the school's identity since its very early days. Recognising the importance of spirituality to the broader life of a school, Principal John Pascoe set about building a small chapel at the Truganina campus. In 1988, Reverend George DuRink was appointed as inaugural chaplain, in time to advise on the chapel design, and remained at the school for more than twenty years. Reverend DuRink's friendly, inclusive approach to ministering, drawing largely on his extensive knowledge of philosophy and ethics, and welcoming the many faiths and cultures that came to the school from the growing surrounding community, set the tone for the spiritual dimension of education at Westbourne. An integral part of the fabric of the school, the chapel has been a place to gather for comfort and support during difficult times, a place for quiet reflection and at times a place for music and celebration.This altar cloth has historic significance as it is associated with the very beginning of the Westbourne chapel and was used in the chapel for many years. A rectangular piece of evenweave fabric with a fringed edge and cross stitched with a blue border around the entire piece and a yellow and green Westbourne logo facing the short edge at one end.

Charles Steedman was headmaster of Williamstown Grammar School from 1870-76 and 1885-90. In 1870, under agreement with school trustees, Sir George Verdon and John Courtis, he leased the school under a seven-year lease, effectively saving it from closure. Steedman had previously been manager of Sandridge Baths and a champion swimmer of Victoria. His 1867 book, 'Manual of Swimming', was the first major technical contribution to the sport of speed swimming and water safety, for which Steedman was inducted into the Sport Australia Hall of Fame in 2006. As headmaster of Williamstown Grammar, Steedman initiated a student produced school paper called 'The Schoolboy' (surviving editions can be accessed at the State Library of Victoria), added swimming lessons to the curriculum and opened enrolment to girls in 1885. The book contains nine illustration plates featuring line drawings of a human figure in the positions detailed by Steedman in his text. These drawings are attributed to O.R. Campbell. Oswald Rose Campbell is best known for his appointment (1876-1886) as drawing master of the School of Design, a department of the Public Library, Museums and National Gallery of Victoria. He taught (and famously disagreed with) the likes of celebrated Australian artists, Tom Roberts and Frederick McCubbin. O.R Campbell taught drawing and painting at Williamstown Grammar in the early 1870s.The book holds historic significance for Westbourne Grammar School, having been written by a former headmaster and very important figure in the history of the school. It evokes our early history as an emerging grammar school with links to prominent athletes, artists and gentry of colonial Melbourne. Blue cloth covered case-bound book, with debossed decorative scrollwork in each corner and in the centre of front cover, and gilt lettering on the spine. 270 numbered pages, nine illustration plates (one adjacent to title page, eight as end pages).On title page, handwritten inscriptions in brown coloured ink. Possibly ‘Joshua Saggs Esq. / With the authors compliments’ and below, in different handwriting and darker ink, ‘To dear Flossie from Grandma 1901’. williamstown, sandridge baths, swimming, colonial melbourne, art, williamstown grammar

Donated by founder, Mother Gonzaga Barry's, brother, John Barry, to Loreto's Ballarat school, Mary's Mount, in 1887. Brought back by Mother Gonzaga on her return from Europe in 1887. Maintained by Captain Henry Evans Baker, Superintendent of the Oddie Observatory, Mount Pleasant Ballarat, who subsequently made the students a telescope. Used in the curriculum for the study of astronomy.Connection with founder of Loreto in Australia and her family. Evidence of early curriculum. Rare artefact.A clockwork scientific instrument modelling the solar system.Paterson & Son Maker Liverpoolorrery, astronomy, science

Newspaper article 'Beatlemania at Bialik?', published in The Jewish Herald, 21 August 1964. "Well no!!! as Parents who had readily accepted the Principal of Schools Mr. A. Chowers' invitation to attend Open Day to see their off-spring at work and at play using the nearest modern equipment and teaching facilities. The President of the College Mr. Julian Mercer who joined parents to hear a lurit lesson for the Preparatory class noted with satisfaction the interest shown in the College by its enthusiastic parents and voiced approval of the progress made in all subjects on the curriculum. An illustrated talk by...M. Polack on dental hygiene and a film showing rounded off Open Day at Bialik College. Kindergarteners seen in picture will take part in a Children Mannequin Parade on Wednesday August 26 at 10.30 a.m. at the home of Mr. and Mrs. Pratt 1 Eamon Court Kew. The children are Danny Gelb David Gelb Grant Ashkanasy and Michael Berman."shakespeare grove, kindergarten, hebrew school, celebration

"Bialik Appeal: Home Must Guide", published in The Jewish News, 8 December 1967. Bialik College has a different conception of modern Judaism to that of other Jewish day schools in Melbourne. Mr. Joe Solvey, veteran Zionist leader and president of the College's 1967 Appeal, said that this difference has three parts. The college believes that religious observance should be dictated by the home rather than by the school. "We provide the knowledge but we do not believe in enforcement so as to provide a division between the home and the school". Israel is the central theme in the curriculum and Hebrew is taught as a living language to serve as the medium of communication between Israel and the Disapora..."fundraising, major donors, shakespeare grove, hebrew

Blue bound booklet containing an outline and analysis of the district curriculum review report, with the Wangaratta curriculum district logo in the centre, with text above and below readingDISTRICT CURRICULUM REVIEW REPORT WANGARATTA CURRICULUM DISTRICT GOULBURN NORTH-EASTERN REGION 1991 Final copy as approved, 6/11/91