In a world filled with standardised tests and rigid curricula, the true essence of education often gets overshadowed. It’s not just about imparting knowledge; it’s about nurturing creativity, fostering curiosity, and empowering students to express themselves in their unique ways.

At St Pius X Primary School, Windale, they are doing just that, and it’s a journey that reflects a deep connection to the Indigenous culture and community.

Georgia Kirkland, a dedicated Year 5/6 classroom teacher and Aboriginal and Torres Strait Islander Education Teacher at St Pius X Primary School, recently received a prestigious award at the national PETAA Leading with Literacy Conference in Melbourne. 

This award recognises her unwavering commitment to the education profession, her positive impact on students’ learning experiences and outcomes, and her dedication to professional development and collaboration with colleagues to address student learning needs. 

Georgia’s journey is not just a testament to her passion for education; it’s also a remarkable example of how indigenous-focused education can flourish.

St Pius X Primary School is unique, with 38% of its students identifying as Aboriginal and Torres Strait Islander people, a statistic they are immensely proud of. Principal Steve Pryde believes in celebrating this connection to Country and traditions, embracing storytelling and art as a means to connect students with their rich heritage.

In collaboration with local author and illustrator Sami Bayly, students from Kindergarten to Year 6 embarked on a creative journey that resulted in their very own children’s storybook, “Stolen Heart.” This book tells the story of the school’s totem animals – dingo, kookaburra, pelican, and eagle – working together to restore the heart of the moon at Belmont Lagoon. It’s a narrative deeply rooted in the Awabakal Dreaming story, ‘When the Moon Cried and Formed Belmont Lagoon’.

Under Sami’s guidance, the students learned the art of storytelling, bringing characters to life, and conveying emotions through illustrations. What’s remarkable is that they did everything themselves – from storyboarding to writing, artwork, editing, and even the cover design. Teachers actively participated, acting out scenes with the students to visualise the storyline’s development.

Throughout this creative process, students discovered the power of words and images to transport readers into vibrant worlds of their own making. The book not only showcases the students’ artistic talents but also highlights the invaluable skills and newfound confidence they acquired throughout the project. 

It’s more than just a book; it’s a testament to the transformational power of collaboration, creativity, and self-expression.

Year 6 student, Love, learned various techniques and her favourite part was becoming an artist herself. She said, “My favourite part was when we became artists and also when we watched Sami’s amazing skills when she created artworks.”

Year 2 student Aubrey expressed her newfound skills in bookmaking and storytelling, emphasising the importance of illustrations and descriptive words in crafting a narrative, saying, “You need illustrations to help tell the story, and you have to think of describing words when writing the story.”

Principal Steve Pryde recognises that the learning outcomes from this experience extend beyond storytelling and illustration. He noted, “This project not only nurtured the students’ artistic talents but also instilled in them a sense of resilience and determination. They learned to overcome challenges, embrace feedback, and refine their work through continuous iteration.”

Love summed up her experience by saying, “It feels like I have achieved something amazing. I did a great job, and we all did it together. I’ll always remember it.”

“I feel wonderful and so proud of myself and the entire school,” echoed Year 2 student Aubrey.

In an era where standardised education can overshadow individuality, St Pius X Primary School, Windale, stands as an exemplar, proving that celebrating indigenous culture, embracing creativity, and empowering students to tell their stories can create a truly transformative educational experience. 

Georgia Kirkland’s journey, along with her students and colleagues, reminds us of the importance of nurturing indigenous voices in our education system.