Barker Barang Year in Review 2021

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Barker Barang 2021 Year in Review

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Honor Non Honores

Mission An Anglican community inspiring every learner every experience every day

Vision To be a leader in Christian education that is characterised by a global vision that inspires hope

Values Commitment Compassion Courage Integrity Respect

We acknowledge the Dharug, Darkinjung, Wonnarua and Yolŋu peoples who are the traditional custodians of the land on which Barker College, Darkinjung Barker, Ngarralingayil Barker and Dhupuma Barker stand.

We pay respect to the Elders past, present and emerging of the Dharug, Darkinjung, Wonnarua and Yolŋu nations and extend that respect to other Indigenous people within the Barker College community.

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From the Head of Barker College

Despite the significant disruptions of COVID-19 Lockdown during 2021, it has been another positive year for Indigenous education with the continuation of the Darkinjung Barker School at Yarramalong and Ngarralingayil Barker at Wollombi, as well as the opening of Dhupuma Barker in Gunyangara, north-east Arnhem Land.

Enrolment numbers at Darkinjung Barker during 2021 were 35 with another strong new Kindergarten cohort. Ngarralingayil Barker maintained 21 enrolments across the year groups.

A special blessing for our community in 2021 was the official opening of Dhupuma Barker in North East Arnhem Land in April, at the start of Term 2. The opening of this Indigenous primary school marked a new partnership between an Indigenous community in remote Australia, the Yothu Yindi Foundation, the Gumatj Corporation and Barker College. The children and staff at Dhupuma have continued to thrive since the School’s opening.

Barker is privileged to be in this partnership.

It is more than a primary school for 25 students from Gunyangara. It is a step towards reconciliation where children are provided with the safety and care to walk in two worlds and to up and to look beyond.

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We are very pleased that four of the 2021 Year 6 children from Darkinjung Barker will make the transition to Year 7 at Barker’s Hornsby campus for 2022. We are confident that they have the skills necessary to manage the work and travel to and from the campus each day. The Year 6 student at Ngarralingayil Barker will make the transition to high school interstate with the family relocating at the end of 2021.

Together these three Indigenous schools illustrate our passionate commitment to inspiring hope “Beyond the Mint Gates”.

Phillip Heath AM Head of Barker College Head of Darkinjung Barker Head of Ngarralingayil Barker

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From the Head of Junior School

Student attendance continues to be positive with both NSW campuses maintaining average attendance rates overall around 80%.

Lockdown for our students at the Indigenous campuses had a significant impact. Teachers at Darkinjung Barker and Ngarralingayil Barker provided access to daily check-ins through the Microsoft Teams© platform including some level of instruction on key concepts on a regular basis. In addition, some additional work packs were provided from time to time to bolster the teaching and learning offering. This community, more than most, were at an educational disadvantage.

Capacity and support within the home to facilitate the opportunity for learning wasn’t particularly strong and children were not as engaged as we would have hoped during the 14 weeks away from school. It was absolutely paramount that as soon as possible classes could return to face-to-face learning.

Darkinjung Barker received funding through the 2021 COVID Intensive Learning Support Program to assist students who had been impacted by the learning conditions throughout 2020. As a result, we engaged a part-time learning support teacher at Darkinjung Barker to assist in specific intervention programs to close any learning gaps. With only 5 students at Ngarralingayil Barker in 2020, this was not as necessary as existing teachers set about this process.

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Whilst this support was helpful, it still wasn’t significant enough to completely bridge those learning gaps.

At Dhupuma Barker, student attendance has been increasing, with every enrolled child attending school at a much greater rate than they had prior to Dhupuma Barker opening in Term 2, 2021. This rate continued to grow with the majority of children well above 70% attendance rate throughout the 4th term of the year.

Students love coming to school, and this is evident when you see them bounce out of the bus each morning and head towards their classrooms. They are happy in their school environment and they feel safe. This has a positive impact on their engagement and their learning progress.

Growth in the students continues to be broader than just academically. They are becoming more confident as well as developing socially and emotionally. In a small school environment, where connections and relationships are fostered, and where culture is celebrated, these children are making the most of their schooling. The children are well known and cared for by their teachers. It is much easier in a small

school to monitor progress, address any concerns or gaps and put in place strategies to assist and support development. It is incredible to watch the kindergarten children as they master the skill of reading. Some of them have made incredible progress in their first year of school. They grapple with the sound blends and are so proud when they are recognised for their progress.

Culture and heritage programs are central to the foundation for learning. The support of key Aboriginal organisations around each of the school campuses, provides the opportunity for the children to explore and learn about Aboriginal culture and heritage and they regularly embark on excursions to broaden their experience and deepen their understanding. Building opportunity to employ and develop aboriginal educators, teachers and co-teachers, is seen as a prime objective of our schools. Across the campuses we now have two Aboriginal teachers and six Aboriginal co-teachers.

This is such a benefit to regular culture and heritage focus within the classroom. It also allows for the building of some Indigenous language in the program. At Ngarralingayil, Wonnarua language is able to be taught buy one of the Indigenous teachers, who is working on language with the Wonnarua

Land Council. At Darkinjung, some basic Darkinjung language is introduced with some Wiradjuri language also introduced. At Dhupuma, English is the second language and the co-teachers are instrumental in assisting with translation and the building of skills in the classroom.

Connection across campuses continues to be a highly sort initiative. This was obviously impacted throughout the second half of 2021. Earlier in the year visits continued for the Darkinjung Barker children on a fortnightly basis to the Hornsby campus of Barker College and Ngarralingayil Barker children visited termly. Cross campus activities were not possible in Terms 3 and 4.

Obviously, the connection for children from Dhupuma Barker is a much more challenging proposition. Key staff from Hornsby were able to visit in Term 2, but no further travel to the Northern Territory was possible throughout the last six months of 2021, meaning the only contact was online.

Martin Lubrano Head of Junior School

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From the Director of Aboriginal Campuses

During first semester, the Schools ran as usual as we continued to develop the students’ outcomes in all Key Learning Areas. As we do each year, high priority was given to the welfare of all students and families.

Darkinjung and Narralingayil Barker continued to promote the development of a quality education in a happy and safe environment built on the values of commitment, compassion, courage, integrity and respect. Both campuses were open for the students of essential workers and our numbers each day fluctuated between 4 and 23. We were unable to have both campuses come together during Semester 2 but we did find ways to connect.

At both campuses we enjoyed our Sport in Schools program. The children gained experience in Netball and Athletics. Research shows that quality sport and physical activity in schools has a positive influence on children’s confidence, competence and motivation to be active at school and throughout their life. This is why Sport in Schools was and continues to be a great program for our children. Ballet Without Boarders was a program donated to Darkinjung Barker in 2021. Ballet without Borders is a not-for-profit organisation that brings ballet education and ballet pathways to children who would otherwise not be able to access this art form. Ballet Without Boarders gave the children an opportunity to be educated as part of the bigger picture; a pathway to experiencing art and music as well as learning about discipline, hard work, dedication and teamwork. NAISDA (National Aboriginal Islander Skills Development

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Association) is an Indigenous dance organisation that promotes young Aboriginal and Torres Strait Islander youth through many aspects of dance and cultural identity.

Darkinjung Barker has a close association with NAISDA and continued to build this connection with interactive experiences during lockdown. Drumbeat was a wellbeing program donated to Ngarralingayil Barker.

Drumbeat is an evidence-based social and emotional learning program, incorporating hand-drumming, which focuses on social connection through teamwork, and is proven to build resilience. The program was donated and delivered over a six week period during Semester 1.

Parents and carers show continued support and commitment to our schools through attendance at curriculum information evenings and parent teacher interviews.

Partnerships with Darkinjung LALC and Kiray Putjung Aboriginal Corporation are evidenced through our Cultural programs which continue to show promise.

Our schools are community schools.

Connections to the land, the people and the community are important for the continued growth of our Indigenous schools programs.

Relationships continue to be the key.

Jamie Shackleton Director of Aboriginal Campuses 2021

From the Yothu Yindi Foundation

What a wonderful story is unfolding at Dhupuma Barker.

There is great strength in Yolŋu cultural knowledge and learning. Dhupuma Barker is the first step for a new education pipeline that will centre Yolŋu knowledge. From Families as First Teachers (FaFT) through to University, Dhupuma will be part of an educational pathway for life.

Education is a priority for the Yothu Yindi organisation and everyone involved in the Dhupuma Barker achievements since its opening, deserves congratulations and thanks.

We know that the strength of cultural knowledge is not a deficit in our children.

We all have an enormous sense of pride in our classrooms and pride in what has been achieved in our first year.

Congratulations to everyone. We are shining a light in our land.

Denise Bowden YYF CEO

We thank the community of Gunyangara, the Board of YYF, the team at Gumatj Corporation, Barker College, our incredible teachers, FaFT and, most of all, the children and families of Dhupuma.

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From DLALC Great to see the back of COVID finally.

Darkinjung are proud of our association with Barker and our Darkinjung Barker Campus.

Education and Culture can go hand in hand for students, teachers and community.

Education is about knowledge and Culture is about identity an important point amongst Aboriginal people who have occupied these lands in excess of 60,000 years.

Darkinjung Local Aboriginal Land Council strives to excel as should every student and we view our partnership as important as any business undertaken at Darkinjung.

As a Community benefit our parents of students recognises the unique opportunities Darkinjung Barker offers.

Let’s hope we all embrace our partnership.

BJ Duncan Chairperson, DLALC

From Kiray Putjung Our beautiful Ngarralingayil Barker at Wollombi has celebrated its first year of operation and the School continues to grow and flourish.

Our students and staff are growing together, becoming culturally strong and proud guiding each other during the year and building strong friendships. We look forward to welcoming more families who will join and start their Ngarralingayil Barker journey.

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This model and education of Ngarralingayil Barker will become part of the life memories of our students as they grow into older students and will carry on their life educational skills. Our students are being taught by our great teachers at this beautiful school and will continue to grow with their culture to become strong inspirational teenagers and then into adulthood will pass their memories onto our next generation.

We are proud to be a part of your journey and to be with you all every step of the way .

Tracey Skene Wonnarua Elder Kiray Putjung Aboriginal Corporation

Highlights from Darkinjung Barker

• 35 students were enrolled at the School.

• The Music and Swimming programs were able to recommence on the fortnightly Wednesday visits to the Hornsby campus.

These programs are both extremely valuable to the students as the build their skills and confidence. The Robotics program that began in 2020 also recommenced with students having a session at Hornsby on their visit and a session in Yarramalong on the alternate week.

• A Sport in Schools Grant program, Netball – Net, Set, Go, commenced at Darkinjung in Term 2. Netball coaches visited the School to run this program each Friday.

• The School was gifted a program from Ballet Without Borders for all children The program ran for five weeks with each class receiving a 45mins session. Ballet without Borders is a not-for-profit organisation that brings ballet education and ballet pathways to children. They look at ballet education as part of the bigger picture, a pathway to experiencing art and music as well as learning about discipline, hard work, dedication and teamwork - all key skills for life.

• Students undertook activities as part of Sorry Day and National Reconciliation Week.

• The engagement with the online learning environment for the children from Darkinjung was challenging during Term 3. The teachers adapted their teaching programs effectively and the year saw greater interaction and teaching using the TEAMS platform.

• Indigenous culture specific events included Aboriginal and Torres Strait Islander Children’s Day celebrated on 4 August and Indigenous Literacy Day held on Wednesday 1 September. These are significant events for our Indigenous children as they share culture more broadly than just their own school environment.

• Sporting Schools grant was provided for Gymnastics in Term 4, as well as an online dance program with Brolga Indigenous Dance Academy.

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Highlights from Ngarralingayil Barker

• The year started positively at Wollombi with increased enrolments and the appointment of an additional teacher to work in conjunction with Mandy Shaw.

• 21 students enrolled at the commencement of the new school year.

• Cultural Connections with Youth Express commenced at Wollombi in Term 2. The group provided some programs for the students in Robotics and VR. • A Sporting Schools grant program commenced in Term 2 at Wollombi. The focus of the program was Athletics and coaches visited weekly to conduct the program with the children.

• Students undertook activities as part of Sorry Day and National Reconciliation Week.

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• The School received a Cessnock City Council $500 grant to build a Bush Tucker Garden at Wollombi.

• Mandy Shaw, K-2 teacher and the foundation teacher at that campus, was appointed as the new Director of Aboriginal Campuses NSW from the beginning of 2022. Mandy will work across both campuses supporting teaching and learning, managing the campuses day to day, building connections with local aboriginal organisations and ensuring connection across all campuses of the school.

Highlights from Dhupuma Barker

• Tom Spencer moved from Darkinjung Barker to Gunyangara as the foundation teacher at Dhupuma Barker.

• The School opened in Term 2 with on average 18 – 19 students attending each day and attendance rates sitting at about 60%.

• Basic sight words was the initial focus with the majority of students only recognising the first 20-30 sight words.

• In their first term at the School, the children undertook basic sentence writing using both English and Yolngu Matha together.

• Tom Spencer has made a good connection with Flinders University who have a campus in Nhulunbuy. Two prac students (nutritionists) visited the School every Monday to deliver a 45minute lesson on healthy eating.

• Four literacy rotations each day include: • Yolngu Matha - Students learn to read/ write in Yolngu Matha taught with the aides.

• English - Students are learning Jolly Phonics phonemes. Some groups are on their initial sounds, two groups are starting

to blend CVC words together and another group are learning their digraphs th, wh, ch, sh, ng.

• Sight Words - Students are enjoying this group, learning their sight words through games - memory, go fish, snap etc.

• Aides taught the children their Moiety, skin names, totems, homeland and clan groups.

All students know who they are and where they belong. There are plenty of Bungul dances, focusing on their totems.

• Each week Tom takes all of the children out into the community to help clean up.

The key focus here is building respect for and responsibility within the community.

• The children attended a wonderful excursion to the NASA Arnhem Space Centre. This will be the commercial space launch facility, located on the Dhupuma Plateau near Nhulunbuy.

• Andrew Brown commenced delivery of an online Chapel service each week for the children and staff at Dhupuma Barker.

• The children started music lessons in October. These are whole class lessons and then individual students will be learning Guitar one on one.

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Student Outcomes

In 2021, students resumed NAPLAN testing, following periods of online learning due to COVID-19 School closures. At all campuses, COVID-19 lockdowns impacted student engagement. Typically 30-50% of students continued to attend classes, whilst learning was delivered in an online context. Teachers worked very hard to create enriching lessons, starting every day with a campus online meeting to outline activities for the day and remain connected as a school community.

The academic program has focused on aligning classroom work to learning on country, enriching the cultural experience for all students. Darkinjung Barker and Ngarralingayil Barker have worked closely with Darkinjung Aboriginal Land Council and community groups to develop rich learning opportunities. At Dhupuma Barker, the Yolŋu educators and broader community have actively worked with the classroom teachers to create a curriculum based on two-way learning, in both English and Yolŋu Matha.

Darkinjung and Ngarralingayil Barker teachers work on numerous literacy recovery programs with the children including Prelit, Minilit, Macqlit and Jolly Phonics. Students worked hard on meeting personal targets for literacy growth.

The Books in Homes program has been expanded to include Dhupuma Barker students, ensuring crucial literacy engagement and the development of reading skills needed for lifelong achievement. Supported by Barker College staff sponsorship, the Books in Homes program is tailored specifcally to support students from regional and remote areas of Australia.

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The students enjoy receiving books over the year and hearing from an ambassador. This has been an ongoing part of the learning experience for students and has encouraged the nurturing and fostering of literacy skill development.

In 2021, emphasis was placed on student wellbeing and engagement in the face of disrupted learning. Students at all campuses were able to access learning packs, library books and resources to remain engaged at home. Teachers created innovative wellbeing programs to support physical activity and mental health awareness.

The School Values at Darkinjung Barker and Ngarralingayil Barker have been key to creating and shaping a sense of belonging and enabling the opportunity to build connection within and beyond the community. The importance of connecting the values to real life examples for students has been beneficial. This has enabled students to make meaningful connections and assist them in shaping their mindset to make positive life choices.

The connection to culture, heritage and community continues to be the cornerstone of learning on-country at Dhupuma, Darkinjung and Ngarralingayil Barker.

Student Attendance As part of the duty of care of Darkinjung Barker, Ngarralingayil Barker and Dhupuma Barker to its students, the Schools maintain processes to ensure it is aware of the daily attendance of each student. All students travel to and from the respective schools by buses. The dedicated student buses arrive at each of the schools by 8.15am and collect students at the end of the school day at 3pm.

Dhupuma Barker

Term 2 Week 1-4 49% 2021

Term 2 Week 5-8 55%

Term 3 Week 1-4 63%

Term 3 Week 5-8 49%

Term 4 Week 1-4 58%

Term 4 Week 5-8 62%

2022

Term 1 Week 1-4 84%

Term 1 Week 5-8 92%

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Student Attendance

Darkinjung Barker

Kindergarten 84%

Year 1 83%

Year 2 83%

Year 3 85%

Year 4 68%

Year 5 92%

Year 6 79%

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Ngarralingayil Barker

Kindergarten 60%

Year 1 79%

Year 2 79%

Year 3 68%

Year 4 56%

Year 5 67%

Year 6 66%

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Improvement Targets • Work in conjunction with other Schools/ organisations to replicate the model (or similar) that has been implemented at Darkinjung Barker, Ngarralingayil Barker and Dhupuma Barker

• Further develop opportunities between Barker College, Darkinjung Barker, Ngarralingayil Barker and Dhupuma Barker to increase awareness of Indigenous culture

• Close performance and achievement gaps in numeracy and literacy. Implement the Good to Great Schools program in Literacy and Numeracy across the three campuses.

• Establish opportunities for Indigenous educators to work within the programs at our schools. This could be through university partnerships proving practicum experience for trainee teachers, targeted employment programs for graduating teachers, training pathways for aboriginal community members to train as teacher assistants (co-teachers) or to upskill from a teacher assistant to a Primary school teacher.

• Continue to provide appropriate learning, behavioural and well-being support to students beyond the classroom.

Engage specialists in learning support on a permanent basis to work alongside classroom teachers. Further consolidate access to counselling services to work with students, families and external agencies.

• Continue to build on attendance rates of students aiming for consistency at 90% for all students.

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June 2022