• Utilise Aboriginal staff to assist with establishing connections and communication pathways with key members of the community.
  • Create opportunities for personal communication such as visits, phone calls and emails.
  • Be prepared to speak with other members of the family such as Aunties, Uncles or Grandparents.
  • Arrange informal meetings such as morning tea or lunch to minimise the apprehension felt by some family members coming to attend a formal meeting.
  • Keep language and explanations clear and concise and avoid acronyms and jargon.
  • Aboriginal people use and rely upon body language to convey information. This can determine the extent of future relationships with the community.


  • Be prepared and open to learn from each other (two-way learning).
  • Implement and support the use of a wide range of teaching and learning strategies.
  • Encourage community members to assist with or offer suggestions for the administering and improvement of inclusive programs.


  • Aboriginal English is a recognised and accepted language and needs to be appreciated and valued in its own right.
  • Teachers need to model Standard Australian English (SAE) when engaging with Aboriginal people.

Genuine Partnership

  • Maintain regular contact with the community.
  • Engage in capacity building exercises.
  • Involve the community in school events.
  • Work together to develop a formal School Community Partnership Agreement.