All Saints Anglican School Reconciliation Action Plan (RAP) 2023-2024

All Saints Anglican School

Reconciliation Action Plan

August 2023 to August 2024

Messages and Introductions

From Patrick Wallas Headmaster All Saints Anglican School

I write this foreword to the All Saints Anglican School Reconciliation Action Plan (RAP) in the week that marks the 30th anniversary of the Royal Commission into Aboriginal Deaths in Custody (also known as the Muirhead Commission). 30 years on, a staggering 40% of the recommendations made by that report have yet to be implemented and since the publication of the report, a further 500 First Peoples have died in custody.

Like it or not, the truth is that we live in a segregated society. Most, if not all, sentient Australians have compassion for the circumstances which allow a section of our people, our original inhabitants who comprise the oldest known functioning communities on our planet, to live diminished lives that challenge our collective belief that ours is ‘the lucky country.’

Yet in real terms, the plight of indigenous Australians remains on the back burner. We want to make a difference, but it just seems too hard; so we focus our attention on other issues – the economy, education, seeking justice for other groups like the LGBQTI community or the growing number of refugees seeking refuge in Australia; and God knows these groups need our compassion and support.

Yet somehow, in terms of understanding, will and action we seem

unable to extend that same compassion to resolving the issue of understanding, integrating, reconciling and embracing a group of our society from which we have so much to learn.

Our school’s RAP is not about apportioning blame or inspiring guilt. It is about fostering greater awareness and empathy, about seeking to build meaningful relationships between our community and the First Peoples who walked this precious corner of South East Queensland. It is about the desire to learn and grow and to be part of the healing that we need.

As an Anglican school, one of our aspirations since foundation has been that every young man and woman graduating from All Saints will have a knowledge and understanding of the gospels and an appreciation of the life-enhancing values they represent. We aspire to be a school ‘where the gospels are lived as well as taught.’

My hope is that this RAP will achieve a similar goal; that every young man and woman graduating from All Saints will have a knowledge and understanding of and an empathy for the First Peoples who walked our country and an appreciation of the life-enhancing values they represent; a school indeed where this knowledge and understanding and empathy might be ‘lived as well as taught.’

From

Paul Paulson

Director of Indigenous Education Anglican Schools Commission (ASC) of Southern Queensland

The Nyuemba Institute of the ASC Southern Qld welcomes and celebrates All Saints Anglican School on their journey to reconciliation through their development of their Reconciliation Action Plan. The Nyuemba Institute of the ASC Southern Qld recognises, respects and values First Nations peoples and cultures. We recognise that First Nations people have rights and interests in the Country on which we work and where our schools are located.

The Nyuemba Institute recognises the importance and value of Aboriginal Australia’s culture and heritage as an essential core element of our national identity.

The Nyuemba Institute believes we are grounded in learning about and understanding and embracing Aboriginal & Torres Strait Islander people’s histories and recognising their place in shaping our collective futures for our Australian nation. We believe that true engagement and consultation through the education province, paves the way for understanding and respect. Reconciliation is about acknowledging the past to better forge partnerships for the future.

All Saints Anglican School are a willing and valued participant in the reconciliation space on the Gold Coast, we know their stated actions and commitments will strive to make their community a better place in building true relationships and developing partnerships with the indigenous community.

The Nyuemba Institute is excited that All Saints Anglican School will continue ongoing cultural dialogue and exchange with local Gold Coast First Nations people will inspire members of their school community to make a positive difference for sustained reconciliation within their sphere of influence.

Vision for Reconciliation

All Saints Anglican School is committed to providing a learning environment where Aboriginal and Torres Strait Islander cultures are respected and celebrated, forming an integral part of our school’s learning, teaching, and community engagement.

We foster reconciliation through the development of knowledge of and engagement with First Nation peoples’ histories and cultures by building positive relationships with our school community. Our approach towards reconciliation will encompass our students, teaching and non-teaching staff families, and community affiliations.

The All Saints Anglican School RAP will continue to identify practical methods to build respectful, positive and sustainable relationships with Aboriginal and Torres Strait Islander students, staff and community. Our RAP will also seek to strengthen our relationships with local Kombumerri Community and broader First Nations representatives by respecting and following cultural protocols

Acknowledgement of Country

All Saints Anglican School recognises and acknowledges Aboriginal and the Torres Strait Islander peoples as the First Peoples of Australia. We also acknowledge the Kombumerri People as Traditional Custodians of the Land on which All Saints Anglican School stands, the neighbouring Bundjalung, Ngarahngwal & Yugambir Language Groups and Elders past and present for their collective contribution to our school community. We respect their enduring stewardship of this Country and honour their ongoing contribution to the spiritual, environmental, social, and cultural fabric of our society. Our school hopes that this Acknowledgement will be integral to the process of healing, obtaining mutual respect and achieving reconciliation between our cultures.

All Saints RAP Working Group

Patrick Wallas

Ben Rea

Principal / Director

All Saints First Nations Education Consultant

Emerald Brewer First Nations community member

Lalania Tusa First Nations community member

Brenda Matthews First Nations community member

Amanda Worlley Staff (teaching) whole school

Tanya Robinson Staff (teaching) Senior School

Colleen O’Dea Staff (teaching) Senior School, RAP Working Group Co-Chair

Meredith Siegmann Staff (teaching) Middle School

Libbette Winter Staff (teaching) Middle School

Georgia Liussi Staff (teaching) Junior School

Bridget Golder Staff (teaching) Junior School

Tina Lloyd-Jones Staff (teaching) Pre Prep

Milly Aylmer Student, RAP Working Group representative

Zali Engel-Bowe Student, RAP Working Group representative

Contributors

All Saints Anglican School would like to acknowledge the following contributors to the development of this RAP.

Paul Paulson

Director of Indigenous Education Anglican Schools Commission

Uncle John Graham Kombumerri Community Elder

RoseMarie Koppe

Jean-Marc Hero

ISQ Education Services Advisor Aboriginal & Torres Strait Islander Ed

Parent, Professor, Terrestrial Ecologist & Conservationist, Conservation of Country Community Ally

Our Place in Country

The land on which the All Saints Anglican School campus stands has a rich Indigenous and natural histor y. Understanding this history is central to our understanding of our place in Country and the significance local Geology, Hydrology, Flora and Fauna continues to have with First Nations Australians. For more than 20,000 years this land has supported the Kombumerri people. This area includes wetlands and coastline to the East, river systems to the North and South, and the Hinterland woodlands to the West. Such natural habitats provided an abundance of water, food, and resources to Indigenous peoples throughout this region and in turn they managed this land as Traditional Custodians.

All numbered from left to right

Hydrology

1. Wet sclerophyll forest (Guanaba)

2. Swamp (Mudgeeraba)

3. River (Nerang)

Flora

1. Rough-shelled Macadamia (Macadamia tetraphylla)

2. Matrush (Lomandra Longifolia)

3. Sandpaper Fig (Ficus Coronata)

Fauna

1. Wallaby (Wallabia bicolor)

2. Nankeen Night Heron (Nycticorax caledonicus)

3. Mullet (Mugil cephalus)

Geology

1. Kombumerri Country (Australia)

2. Madjirbah (Mudgeeraba. Queensland)

3. Jalurgul & Yalurgal (Burleigh Headland little Burleigh)

First Nations Australians History

1. Indigenous woman and child (Brisbane area)

2. Indigenous man and shelter (Bribie Island)

3. Djindubar men fishing (Bribie Island, 1890s)

Our Journey Together

Evidence suggests the first inhabitants of Australia arrived 65,000 to 125,000 years ago.

1967

The constitutional amendment in recognising Aboriginal people as Australian citizens was put in place. With that, Aboriginal people then achieved the same voting rights as white Australians

1991

• The final recommendation of the Royal Commission into Aboriginal Deaths in Custody supports the concept of a process of reconciliation, with Commissioner Elliott Johnston commenting that ‘All political leaders and their parties recognise that reconciliation between the Aboriginal and non-Aboriginal communities in Australia must be achieved if community division, discord and injustice to Aboriginal people are to be avoided’

• Council for Aboriginal Reconciliation Act is passed in the House of Representatives with unanimous support

• Council for Aboriginal Reconciliation Act is passed in the Senate with unanimous support

1992

The High Court’s judgement recognised the native title rights of the Aboriginal and Torres Strait Islander peoples and overturned the myth of terranullius - the notion that the Australian continent was empty, unowned land before 1788

1987

All Saints Anglican School established

2000

All Saints Senior School begins cultural experience camping programs through the Duke of Edinburgh Award activities

2005

All Saints Senior School begins cultural experience camping programs through the Middle and Senior School Outdoor Education Program

2008

The National Apology to Australia’s Indigenous Peoples

2008

The All Saints water reservoir and wetland project commenced

2010 Commencement of the National Congress of Australia’s First Peoples

2015

Leeanne Enoch is the first Aboriginal woman elected to the Queensland Parliament

2017

At Uluru the National Constitutional Convention produced the Statement from the Heart proclamation

2019

Ken Wyatt is appointed as the first Aboriginal Cabinet Minister

2019

All Saints initiates Aboriginal guest speaker presentations during Senior School assemblies

2020

First Nations community links are established

2022

• Linda Burney appointed Federal Minister for Indigenous Australians

• Prime Minister Anthony Albanese announces there will be a referendum for an Indigenous Voice Parliament in 2023

2021

• All Saints appoints the School’s first Indigenous Engagement Coordinator

• Indigenous community links are expanded

• Nyanda wetland initiative commences

• Further cultural experience professional development and Indigenous Perspectives curriculum embedment activities commenced

• All Saints’ first Reconciliation Action Plan is produced

2023

Launch of All Saints Anglican School’s

Reconciliation

Action Plan on 17 January.

Brenda Matthews’ The Last Daughter book launch at All Saints

Introducing the Reconciliation Action Plan Artist

Goompi Ugerabah

Goompi was born on Kombemerri land. He has many cultural teachers including traditional owners of this land. For the last 30 years, Goompi has practised culture on behalf of the Kombumerri people and neighbouring Minjungbal people.

Originally his ancestors on his mother’s side are from the Gurreng Gurreng tribal area, around the Bundaberg region in Queensland.

Goompi is a renowned artist known for his restrained colour palate and eye-catching graphic designs. But most importantly and authentically, Goompi’s creations are representations of Aboriginal history, stories, life, customs, teachings that he shares via this visual language of his people. Goompi has travelled showcasing and teaching culture locally and internationally.

Goompi’s RAP painting for All Saints Anglican School depicts our school within the landscape of wetlands, Nyanda. Bush, bird tracks and clouds can also be seen in this landscape. Various motifs representing our 12 houses, school community and sub-schools are also visible. Children are at the centre of each sub-school motif.

RELATIONSHIPS

In the Classroom

Commitment Assigned to

Patrick Wallas

Ben Rea

Aboriginal and Torres Strait Islander People in the Classroom

We are committed to engaging Aboriginal and Torres Strait Islander people in our learning activities. Having Aboriginal and Torres Strait Islander voices in learning environments is vital when teaching about Aboriginal and Torres Strait Islander histories and cultures.

Opportunities for Aboriginal and Torres Strait Islander Students and Children

We seek out ways to connect our reconciliation vision and plans and Early Years Learning Framework principles, practices and outcomes. Our efforts mean reconciliation is embedded in everyday early learning environments.

We commit to providing opportunities for our Aboriginal and Torres Strait Islander students to celebrate their cultural identities. These oppor tunities positively impact the wellbeing of Aboriginal and Torres Strait Islander students and children, and create shared pride for Aboriginal and Torres Strait Islander cultures, contributions, identities and histories in the wider school community.

Colleen O’Dea

Amanda Worlley

Georgia Liussi

Meredith Siegmann

Tina Lloyd-Jones

Tina Lloyd-Jones

Patrick Wallas

Ben Rea

Colleen O’Dea

Amanda Worlley

Georgia Liussi

Meredith Siegmann

Tina Lloyd-Jones

RAP Actions

Early Years Learning Framework

Around the School

Elders and Traditional

Cultures

Cultural Responsiveness for Staff

We are committed to forging a meaningful and ongoing relationship with local Aboriginal and Torres Strait Islander Elders, and people recognised in their community as Traditional Owners. We hope this relationship can be of mutual benefit, and that our local Elders and Traditional Owners will feel safe, and confident, to share their historical and cultural knowledge with our staff, students and children.

Staff are supported to reflect on and build their cultural responsiveness to improve their practice and best support the needs of Aboriginal and Torres Strait Islander students. Staff are provided with a range opportunities to build their knowledge and understanding of their own positionality and Aboriginal and Torres Strait Islander perspectives, contributions and cultures.

Reconciliation Projects

Our school will collaborate on projects that visibly and authentically embed Aboriginal and Torres Strait Islander histories and cultures in learning programs and the physical environment. Through this culture of collaboration across the school and with the community, we commit to creating an environment where young people, staff and community members acknowledge, respect and experience connection to the First Australians.

Patrick Wallas

Ben Rea

Patrick Wallas

Ben Rea

Colleen O’Dea

Amanda Worlley

Georgia Liussi

Meredith Siegmann

Tina Lloyd-Jones

Patrick Wallas

Ben Rea

With the Community

Celebrate National Reconciliation Week

Create Stakeholder List

Build Relationships with Community

Cultural Responsiveness for Students and Children

Where appropriate, significant events at our school commence with a Welcome to Country. Protocols for welcoming visitors to Country have been a part of Aboriginal and Torres Strait Islander cultures for thousands of years. By incorporating these protocols into formal events and important occasions, we recognise Aboriginal and Torres Strait Islander peoples as the First Australians and Custodians of their Land.

Our school community celebrates National Reconciliation Week (NRW) which is held from 27 May to 3 June each year by talking about reconciliation in the classroom and around the school, and celebrating with the community. NRW is a time for all Australians to learn about our shared histories, cultures and achievements and to explore how each of us can join the national reconciliation effort.

We will develop and maintain a stakeholder list that reflects our current and future working relationships with members of the community who are committed to working collaboratively to drive reconciliation initiatives.

We commit to building relationships with our local Aboriginal and Torres Strait Islander community that are built on mutual respect, trust and inclusiveness. We value these relationships and their role in helping to create opportunities for Aboriginal and Torres Strait Islander and non-Indigenous staff, students, children and community members.

Our everyday program will have ways for children and students to learn about Aboriginal and Torres Strait Islander perspectives, contributions and cultures, in and outside the classroom. We will include cultural responsiveness principles our students and children have learned in the ethos of our classrooms and across our school.

Patrick Wallas

Ben Rea

Colleen O’Dea

Amanda Worlley

Georgia Liussi

Meredith Siegmann

Tina Lloyd-Jones

Patrick Wallas

Ben Rea

Colleen O’Dea

Amanda Worlley

Georgia Liussi

Meredith Siegmann

Tina Lloyd-Jones

Ben Rea

Patrick Wallas

Ben Rea

Colleen O’Dea

Amanda Worlley

Georgia Liussi

Meredith Siegmann

Tina Lloyd-Jones

Patrick Wallas

Ben Rea

Colleen O’Dea

Amanda Worlley

Georgia Liussi

Meredith Siegmann

Tina Lloyd-Jones

Patrick Wallas

Reconciliation Network

We commit to establishing or joining formal external reconciliation networks to mutually support and collaboratively progress reconciliation initiatives.

Ben Rea

Milly Aylmer

Zali Engel-Bowe

RESPECT

In the Classroom

Teach about Reconciliation

Teach about Days of National Signifcance

Explore Current Affairs and Issues

Our school community is committed to learning about reconciliation in Australia. Having an understanding of the concept, history and progress of reconciliation is an important part of continuing the reconciliation journey. This understanding also helps to strengthen engagement with our school’s RAP by positioning it within the broader story of reconciliation in Australia.

We commit to incorporating nationally significant days for Aboriginal and Torres Strait Islander peoples and reconciliation into our curriculum to increase knowledge of Aboriginal and Torres Strait Islander histories, cultures, contributions and contemporary issues. We also commit to including Aboriginal and Torres Strait Islander perspectives when teaching about other national days, such as 26 January (Australia Day) and ANZAC Day.

We are committed to raising awareness of current affairs and issues in the public domain that are of particular significance to Aboriginal and Torres Strait Islander peoples and the process of reconciliation. This will be done through curriculum delivery, policies and procedures, and will be integrated into the ethos of our school.

Patrick Wallas

Ben Rea

Colleen O’Dea

Amanda Worlley

Georgia Liussi

Meredith Siegmann

Tina Lloyd-Jones

Patrick Wallas

Ben Rea

Colleen O’Dea

Amanda Worlley

Georgia Liussi

Meredith Siegmann

Tina Lloyd-Jones

Patrick Wallas

Ben Rea

Colleen O’Dea

Amanda Worlley

Georgia Liussi

Meredith Siegmann

Tina Lloyd-Jones

Around the School

Acknowledgement of Country

Our school recognises the continuing connection of Aboriginal and Torres Strait Islander peoples to the Country on which we live, work, learn and grow. All staff and students have the opportunity to show respect to Traditional Owners and Custodians by regularly conducting an Acknowledgement of Country at meetings and events throughout the year.

Visibly Demonstrate Respect for Aboriginal and Torres Strait Islander Cultures

Recognise and Respect Rights

We commit to demonstrating our respect for Aboriginal and Torres Strait Islander histories and cultures in the physical environment of our school. We understand that making our respect visible in the learning environment through the incorporation of meaningful, relevant and culturally appropriate art, artefacts and symbolism reinforces our work toward reconciliation. It also makes our intentions and actions clear to our students, parents and the broader community.

We are committed to recognising and respecting Aboriginal and Torres Strait Islander peoples’ rights under the United Nations Universal Declaration of Human Rights and the Declaration on the Rights of Indigenous Peoples. We acknowledge that working within the frameworks of both declarations is important to reducing discrimination and promoting equality and equity in the educational and wider community.

Patrick Wallas

Ben Rea

Colleen O’Dea

Amanda Worlley

Georgia Liussi

Meredith Siegmann

Tina Lloyd-Jones

Milly Aylmer

Zali Engel-Bowe

Patrick Wallas

Ben Rea

Colleen O’Dea

Amanda Worlley

Georgia Liussi

Meredith Siegmann

Tina Lloyd-Jones

Milly Aylmer

Zali Engel-Bowe

Patrick Wallas

Ben Rea

Colleen O’Dea

Amanda Worlley

Georgia Liussi

Meredith Siegmann

Tina Lloyd-Jones

Care for Country

We commit to actively connecting with, and caring for, the Country/place on which our school stands. This involves respectfully learning about Aboriginal and Torres Strait Islander perspectives, philosophies and practices about caring for Country/place, as well as physically demonstrating respect for the skies, waterways and Land on which we live and learn. We will consider First Nations perspectives as part of broader sustainability plans, policies and practices. This will reinforce the meaningful and continuous connections Aboriginal and Torres Strait Islander peoples have continued to have with Country/place since time immemorial, as well as provide positive opportunities for all members of our educational community to become socially and environmentally responsible citizens who display a growing awareness of the importance of First Nations land management and sustainability.

Patrick Wallas

Ben Rea

Colleen O’Dea

Amanda Worlley

Georgia Liussi

Meredith Siegmann

Tina Lloyd-Jones

Milly Aylmer

Zali Engel-Bowe

With the Community

Celebrate Days of National Significance

Aboriginal and Torres Strait Islander Flags

Physical Acknowledgement of Country

We commit to organising and participating in events to celebrate or commemorate days/weeks of national significance for Aboriginal and Torres Strait Islander peoples and the reconciliation movement to show our pride in, and respect for, Aboriginal and Torres Strait Islander histories, cultures and contributions. We also commit to including Aboriginal and Torres Strait Islander perspectives when we commemorate other national days, such as January 26 (Australia Day) and Anzac Day.

Our school flies or displays the Aboriginal and Torres Strait Islander flags as a demonstration of our pride and respect for the histories, cultures and contributions of Australia’s First Peoples. Flying or displaying the flags promotes a sense of community partnership and a commitment toward reconciliation.

Our school proudly commits to displaying a physical Acknowledgement of Country as a way of showing awareness of, and respect for, the Aboriginal or Torres Strait Islander Traditional Owners and Custodians of the land on which our school is located.

Patrick Wallas

Ben Rea

Colleen O’Dea

Amanda Worlley

Georgia Liussi

Meredith Siegmann

Tina Lloyd-Jones

Milly Aylmer

Zali Engel-Bowe

Patrick Wallas

Ben Rea

Take Action Against Racism

Racism can have serious negative consequences for the people who experience it, for those who witness it, and for wider society. When racism is properly understood it is easier to overcome. We commit to building awareness of what racism is, the impacts of racism and how to respond effectively when it occurs through an anti-racism strategy tailored to the needs of our school.

Patrick Wallas Ben Rea

Patrick Wallas

Ben Rea

Colleen O’Dea

Amanda Worlley

Georgia Liussi

Meredith Siegmann

Tina Lloyd-Jones

Milly Aylmer

Zali Engel-Bowe

RAP Actions Commitment Assigned to

OPPORTUNITIES

In the Classroom

RAP Actions

Embed Cross-curriculum Priority

Curriculum Planning

Commitment

All staff from across the school are supported to understand and embed Aboriginal and Torres Strait Islander Histories and Cultures in the curriculum. Teachers will consider the cross-curriculum priority when developing units, lesson plans and resources in all learning areas and across all year levels.

Embedding Aboriginal and Torres Strait Islander histories and cultures in curriculum planning, development and evaluation processes is a key and ongoing consideration across all year levels and learning areas. Curriculum documents have or will be audited to identify the extent to which Aboriginal and Torres Strait Islander histories, cultures and contributions are already embedded, and to identify opportunities for strengthening the representation of this content in the curriculum.

We support all teachers to know about and engage with the Australian Professional Standards for Teachers’ focus on reconciliation, in particular Focus Area 2.4. As a result, teachers understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation.

Assigned to

Patrick Wallas

Ben Rea

Colleen O’Dea

Amanda Worlley

Georgia Liussi

Meredith Siegmann

Tina Lloyd-Jones

Patrick Wallas

Ben Rea

Colleen O’Dea

Amanda Worlley

Georgia Liussi

Meredith Siegmann

Tina Lloyd-Jones

Patrick Wallas

Ben Rea

Colleen O’Dea

Amanda Worlley

Georgia Liussi

Meredith Siegmann

Tina Lloyd-Jones

Australian Professional Standards for Teachers

Around the School

Commitment

Inclusive Policies

All staff in our school are aware of policies that refer specifically to improving educational outcomes for Aboriginal and Torres Strait Islander people and increasing knowledge of, and respect for, Aboriginal and Torres Strait Islander histories and cultures in Australia. We have a plan in place to ensure all staff comply with these policies in their daily practice. Our internal policies have been, or will be, amended to ensure they are also inclusive of Aboriginal and Torres Strait Islander peoples and increase knowledge of Aboriginal and Torres Strait Islander histories and cultures in Australia.

Commitment to the Reconciliation Action Plan (RAP) from all staff is essential for developing a RAP that is implemented in a meaningful and sustainable way. All staff will be involved in the ongoing development and implementation of our RAP through staff development opportunities facilitated by the RAP Working Group.

We have set aside dedicated funds from within our budget to procure relevant goods and services that strengthen the sustainability of our RAP Actions. Staff are aware that it is important to consider remuneration for people who have been involved in RAP initiatives out of respect for the time and resources that they have contributed.

Assigned to

Patrick Wallas

Ben Rea

Patrick Wallas

Ben Rea

Colleen O’Dea

Amanda Worlley

Georgia Liussi

Meredith Siegmann

Tina Lloyd-Jones

Patrick Wallas

Ben Rea

RAP Actions

Staff Engagement with RAP

RAP Budget Allocation

OPPORTUNITIES

With the Community

Local Sites, Events and Excursions

Employment Strategy

Celebrate RAP Progress

Support Aboriginal and Torres Strait Islander Owned Businesses

We commit to learning more about the Aboriginal and Torres Strait Islander histories, cultures and contributions of the Country on which we live, work, learn and play, by working with the local Aboriginal and Torres Strait Islander community to learn about events of historical and cultural significance and visit appropriate sites.

We commit to the development and implementation of an Aboriginal and Torres Strait Islander employment strategy. This will assist in attracting Aboriginal and Torres Strait Islander candidates to vacancies, as well as supporting current Aboriginal and Torres Strait Islander employees.

We are committed to reflecting on the progress made in the growth of knowledge and pride in Aboriginal and Torres Strait Islander histories, cultures and contributions in our school. We will track the progress of our RAP, continually revisit our commitments, and celebrate our achievements, while generating new ideas to develop and sustain our RAP into the future.

We promote supplier diversity and support Aboriginal and Torres Strait Islander owned businesses and their employees through the procurement of goods and services related to our RAP, as well as our general business. We maintain a list of local, regional, state-based and national Aboriginal and Torres Strait Islander owned businesses to accompany procurement policies and procedures.

Patrick Wallas

Ben Rea

Colleen O’Dea

Amanda Worlley

Georgia Liussi

Meredith Siegmann

Tina Lloyd-Jones

Patrick Wallas

Patrick Wallas

Ben Rea

Paul Paulson

Patrick Wallas

Ben Rea

Growth and Reconciliation

As our understanding of Indigenous culture and our connections to Country and people develop, so too will our plan for reconciliation.

This document reflects a plan that is subject to growth as we evolve as a community.