2009 PALS AWARDS CATEGORIES, CATEGORY GOALS AND JUDGING CRITERIA

You are welcome to enter more than one category; however, a project submission should generally be able to demonstrate stronger results in one category over another. Your entry should include some information, either anecdotal or qualitative, that describes how it has contributed to the goals of that category.

Unlike a typical submission it is not necessary to address the criteria individually. It is only important that the overall award submission provides an insight to the judges of the journey taken by participants and how it relates to the criteria.

Choose which category best describes the outcome area of your school’s PALS project.

Categories and Category Goals

• Community Development: Increased participation, involvement and engagement of Indigenous parents and communities in school life.
• Education: Increased student attendance, participation rates and engagement in school activities.
• Environment: The school and/or community environment embraces Indigenous culture creating a welcoming environment that encourages participation from Indigenous people.
• Arts and Culture: The community has a greater understanding and appreciation of the State’s rich Indigenous culture and heritage and has contributed to the preservation of these attributes.
• Health: Contributing to a more health conscious and knowledgeable community through sustainable education initiatives.
• Sustainable Partnerships: Developing sustainable and ongoing community partnerships that is focused on building better relationships and futures between Indigenous and non-Indigenous people.

General Judging Critiera
All PALS Award entries should also meet the following general criteria.

1. The PALS project considers existing social and environmental factors such as involvement of Indigenous parents and other community members in school life, student knowledge and exposure to Indigenous culture and issues, number of Indigenous students compared to other cultures, etc.
2. The PALS project addresses an identified concerns and/or issue and demonstrates through participant feedback that there has been a behavioural or perception shift as a result of their involvement in the project. E.g., the PALS project might have initiated and the need for engagement of Indigenous parents and resulted in a shared pride and respect for Indigenous people and culture.
3. Explores issues of reconciliation and the impact of European settlement on Indigenous cultural identity resulting in an improved understanding and appreciation of Indigenous culture and heritage.
4. Sustainability – there is potential for the positive benefits created by the PALS project to have a long-term impact on the individual, school, and/or broader community.