Photo: (L-R) Monique Elliot, Rebecca McIntyre, Daniel Sangster, Emily Ryan, Sheri Ewers and Soroush Karimian at Pensioners Hill in Gunnedah.
Six staff members from Coonamble Public School recently travelled across the New England region to participate in a transformative professional learning experience as part of the Northern Rivers Connected Communities Hub.
Their visits to Moree East Public School, Gunnedah Public School, and Hillvue Public School in Tamworth offered a rich program focused on cultural experiences, educational insights, and community engagement.
The journey began at Moree East Public School, where the staff were warmly welcomed with breakfast and engaged in a powerful session titled “A Journey of Engagement On Country.”
This session highlighted strong ties to land and culture, setting a reflective tone for the day.
They enjoyed cultural art and explored culturally inclusive approaches to numeracy and literacy through open classroom visits.
The day concluded with a scenic cultural walk through the Botanic Gardens along the Mehi River.
The next stop was Gunnedah Public School, where the day began with a welcome dance. There was a session on the evolution of student wellbeing approaches, providing valuable insights into fostering a supportive learning environment.
A session on their phonics journey which focused on explicit literacy instruction was next.
There was also an on-country experience at Pensioners Hill, where they further immersed themselves in the local landscape.
The day wrapped up with a cultural visit to Porcupine Lockout.
The final visit took place at Hillvue Public School.
The school highlighted its numeracy growth and journey, showcasing effective teaching practices.
There was also a presentation on the Stephanie Alexander kitchen garden program with an emphasis on hands-on, food-based learning that engages students in practical experiences.
The learning experience culminated in a unique stargazing event titled “Len Waters and Astrology” at the Kumbogie Woolshed.
Reflecting on the experience, the teachers found the visits both inspiring and deeply informative.
Exposure to culturally responsive practices, authentic community engagement, and innovative pedagogy has enriched their perspectives and provided practical strategies for them to consider.
This experience highlights how sharing knowledge between different schools and working together can assist all students, especially those in rural and regional settings