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6.5.3 Number of heritage documents and artefacts publicly available in digital format Contribution towards the benchmark The annual digitisation program continues to be a priority for the LINC Tasmania. Work completed in 2010–11 includes: • the Whitfeld Index (Tasmanian Section): a selective personal name index for 19th century Tasmania • records of naturalisation • selected logbook returns sent in from lighthouse keepers • plans of the city of Hobart and suburbs • registers of volunteers enrolled in the Southern Tasmanian Volunteer Artillery • selected photographs • botanical illustrations • continuation of the Convict Record digitisation project • Gould’s Sketchbook of Fish (recently registered on UNESCO International Memory of the World) • Colonial Lunatic Asylum register. At LINC Tasmania, approximately 200,045 heritage documents and artefacts were available online at the end of June 2011. Other cultural institutions outside the Department of Education also contribute to this benchmark. 144 Appendices – Tasmania Together Activity Report – Goal 6
GOAL 7: Acknowledgement of the right of Aboriginal people to own and preserve their culture, and share with non-Aboriginal people the richness and value of that culture Standard 7.1: Recognise, promote, share and celebrate Aboriginal culture and heritage, encouraging mutual recognition and respect between Aboriginal and non-Aboriginal people 7.1.1 Percentage of teaching staff who have received professional development specifically related to their role as teachers of Indigenous studies Aboriginal perspectives through the Tasmanian Curriculum and the Australian Curriculum Professional learning and curriculum support has been provided to primary and secondary schools through staff meetings and contact with individual teachers based on demand from schools. This has included cross-cultural awareness of Aboriginal studies/perspectives linking to the Australian and Tasmanian curricula and how these can be implemented in the classroom. Examples included learning sequences that explore land, language, culture, place and the relationships between Tasmanian Aboriginal people and the environment. Aboriginal Sharers of Knowledge (ASK) Program The Aboriginal Sharers of Knowledge (ASK) Program increases awareness and understanding of Tasmanian Aboriginal cultures, both historical and contemporary. Tasmanian Aboriginal people are primarily contracted as cultural ambassadors because the focus for student learning is on local culture, history and knowledge. Aboriginal ambassadors demonstrate and talk to students about their Aboriginal skills, talents and knowledge in their area of expertise including art, music, dance, poetry, history and other occupational and recreational skills. ASK ambassadors support teachers in implementing Aboriginal perspectives as required by the Tasmanian Curriculum. Aboriginal Artist in Residence Program The Aboriginal Artist in Residence Program is a five-day program offering schools access to prominent Tasmanian Aboriginal artists to work across all year levels with particular focus on the Arts curriculum. Ningenneh Tunapry Aboriginal Education Programs The Learning and Discovery Unit of the Tasmanian Museum and Art Gallery (TMAG), in conjunction with the Aboriginal Education Unit, offered a series of workshops by Aboriginal people utilising the Ningenneh Tunapry gallery at the TMAG. The Ningenneh Tunapry exhibition presents the story of Tasmanian Aboriginal history, people and culture. A series of school programs and teacher workshops were delivered by TMAG staff and Aboriginal Sharers of Knowledge (ASK). All programs were fully booked and attended by teachers and students from government, independent and Catholic school sectors. Ningenneh Tunapry is a permanent exhibition, accessible to schools and the community. The exhibition is supported by an education guide and website at: http://www.tmag.tas.gov. au/learning_and_discovery/learning_resources/current_resources/ningenneh_tunapry Contribution towards the benchmark The Department of Education recognises the importance of ongoing professional development for all teachers delivering Aboriginal education, and is working to ensure that this is a core component of the Closing the Gap Indigenous education strategy 2010–14. Appendices – Tasmania Together Activity Report – Goal 7 145
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Department of Education Annual Repo
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Contents About this Report 2 Depart
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Department at a Glance
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changes to what is currently taught
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Educational Performance Services (E
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Clients Licensed child care service
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Workforce Whole of department as at
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Age of principals and assistant pri
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Pre-Compulsor y and Compulsor y Edu
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Schools participating in Launching
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2008 LiL Cohort, Reading Performanc
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Child Care Direction The Child Care
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RTBCTG is complemented by Smarter S
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National Assessment Program - Liter
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Commentary • Tasmania’s 2011 re
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Commentary • Tasmania’s 2011 re
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Direction Major Initiatives Retenti
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Qualification for Teacher Registrat
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Direction Major Initiatives Learnin
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The Digitisation Program continued
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Work and Life Skills stream. Of the
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Employment Workforce in summary The
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Teachers 5 Required Reporting - Emp
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Employee development programs Learn
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Tasmanian Polytechnic In 2011 the T
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Goal 2. Physical Access: All school
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Public Access to the Department Com
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Statutory and Non-statutory Bodies
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Other Annual Reports Tasmanian Libr
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with other services providers such
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Allport Library and Museum of Fine
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Tasmanian Home Education Advisory C
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Notices about home education were p
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In addition the board inspected Lam
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Climate Change The department’s l
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Pricing Policies/Administered Payme
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Major Capital Projects Summary of m
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Building the Education Revolution -
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Building the Education Revolution -
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Capital Investment Program Bridgewa
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Contracts and Tenders Summary of pa
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Contractor Location Description Eco
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Other Contractor Location Descripti
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Statement of Comprehensive Income F
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Statement of Cash Flows For the yea
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Notes Notes to and forming part of
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Note 1: Administered financial stat
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Page 97 and 98: Polytechnic were brought under the
Page 99 and 100: 2.9 Net assets received under a res
Page 101 and 102: 2.13 Assets Assets are recognised i
Page 103 and 104: 2.18 Foreign currency Transactions
Page 105 and 106: Output group 2 Post- Compulsory Edu
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Page 111 and 112: 6.2 Grants 2011 $’000 2010 $’00
Page 113 and 114: 7.4 Grants and subsidies 2011 $’0
Page 115 and 116: 9.3 Property, plant and equipment,
Page 117 and 118: 9.4 Other assets (a) Carrying amoun
Page 119 and 120: Note 12: Reserves 12.1 Reserves 201
Page 121 and 122: 13.2 Reconciliation of net result t
Page 123 and 124: Note 14: Financial instruments 14.1
Page 125 and 126: 14.4 Comparison between carrying am
Page 127 and 128: 16.9 Administered receivables 2011
Page 129 and 130: Superannuation Certificate Financia
Page 131 and 132: Auditor-General’s Report Financia
Page 133 and 134: Appendices PHOTO TO COME 131
Page 135 and 136: Corporate Services Performance meas
Page 137 and 138: GOAL 3: High quality education and
Page 139 and 140: Raising the Bar Closing the Gap (RT
Page 141 and 142: The Tasmanian Academy is accountabl
Page 143 and 144: GOAL 5: Vibrant, inclusive and grow
Page 145: GOAL 6: Dynamic, creative and inter
Page 149 and 150: GOAL 8: Open and accountable govern
Page 151 and 152: Abbreviations and Acronyms AAS AASB
Page 153 and 154: Contact Details Postal Address: Dep
Page 155 and 156: S Schools Registration Board 64-65
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