CYLP be more - Edition 3, 2013 by Cape York Partnership

Edition 3, 2013

Section Heading Section Heading

Staff Profiles

Fiona Jose Chief Executive Officer - Cape York Institute for Policy and Leadership

James Fa'Aoso Head of Leadership

Susan Darcy Team Leader - Academic Leaders

Irene (Penny) Barnard Administration Officer

Kaava Watson Brisbane Senior Student Support Officer

Donald Enoch Mentoring Coordinator

STAFF PROFILE

Meet Joseph Wallace Joseph Wallace has recently commenced as the Training and Development Coordinator at the Cape York Institute. Joseph has worked across several different sectors within both Commonwealth and Queensland Government’s, Indigenous Organisations at Regional, State and National Level. Joseph is a Traditional Owner of Jirrabal Rainforest Aboriginal People from Ravenshoe in the Atherton Tablelands, and the Birri Gubba Traditional Owners in the Bowen Region. Joseph graduated with a BA Adult Education 2002, Masters of Arts in Indigenous Social Policy 2004 from the University of Technology Sydney. Joseph is very passionate in helping Indigenous people within the Education stream. He says education is the tool for successful, rewarding outcomes for our people in today’s society.

Joseph Wallace Training & Development Coordinator

Vicki Lee Student Support Officer - Charters Towers

Natalie Friday Student Support Officer - Townsville

Macquarie Group Foundation

Staff Profiles

Front cover image: Celebrating NAIDOC – Back Row, L-R – Gereah Bowen, Jasmine Holroyd, Melanie Conrad, Front Row, L-R – Shonelle Castors, Shiquea Creek

Welcome Note

Welcome again to our Cape York Leaders Program newsletter edition. We are on the downhill slope towards the end track of 2013 and for staff, students and members I get the sense momentum is picking up. It seems there is still so much to accomplish within such a short period of time! Recently I attended the Garma Festival and visited the township of Yirrkala and its surrounding communities in Northern Territory. Garma Festival is known as the single most prominent Indigenous event nationally with the attraction of up to 2,000 visitors annually representing Indigenous and non-Indigenous groups, organisations and businesses throughout Australia. It was incredible to experience the richness of Yolgu culture from dance, painting, language, song and ceremonies.

James Fa'Aoso

Contents Staff...................................................... 2 Welcome Note.................................... 3 Academic Leaders Secondary....4 -11 Student Results..........................12-17 Talking Career Choices....................18 Academic Leaders Tertiary....... 19-20 People Excellence......................21-22 Upcoming Dates...............................23 Donations & Support.......................24

All visitors in attendance at Garma Festival valued the richness of Yolgu immersion whilst observing Traditional Owners walking between two worlds proudly showcasing their culture whilst interacting with mainstream Australia. One of the highlights of the event was attending the Empowered Communities forum where I witnessed a new page being written in modern Indigenous Australian history. Empowered Communities is a group of Indigenous leaders from eight regions spanning remote, regional and metropolitan Australia, including Cape York, Central Coast of NSW, Inner Sydney, Goulburn Murray, East Kimberley, West Kimberley, NPY Lands in the Central Desert and North East Arnhem Land. These leaders have worked together to put forward a proposal for a new way to empower local Indigenous leaders and change the way Indigenous policy is made in Australia. Their proposal is aimed at making faster progress toward Closing the Gap, on topics like education, healthcare, housing, employment and leadership. Within a short period of time these leaders have rallied together and collaborated to put together this proposal. They have leveraged and supported innovative ideas, and agreed a set of reform principles and values aimed at fostering responsibility in order to propel their regions toward greater prosperity and social norms. They have secured support from both sides of federal politics, with both parties committing before the election to fund a "detailed design" phase that will see their proposal developed into legislation and hopefully put into action. Our members and students intimately understand this concept. Many have made the arduous track to orbit from community to various locations as Cairns, Rockhampton, Charters Towers, Townsville, Brisbane, Sydney, Darwin, Melbourne and West Kimberleyâ&#x20AC;&#x2122;s. I am so proud of our year 12 students whom will soon graduate and transition to the next phase in their life. This edition depicts some of their stories from Clinton Oâ&#x20AC;&#x2122;Sullivan, Kelam Nona, Mahalia Christian, Leearna Burke, Trey Kemp and his inaugural Naidoc Speech at Brisbane Boys College and the eloquent Shonae Hobsonâ&#x20AC;&#x2122;s rendition of orbiting, responsibility, social norms and walking in two worlds. Their stories are inspiring and I hope you are left with an understanding of our purpose to instil, support and encourage our members to Dream More, Learn More and Be More.. James Fa'Aoso Head of Leadership

P: 4046 0600 F: 4046 0601 E: info@cyi.org.au The Cape York Institute champions reform in Indigenous economic and social policies. We support the development of current and future Cape York leaders.

Welcome Note

Academic Leaders Secondary

Brisbane Term 3 has certainly lived up to expectations from previous years. With seniors beginning to plot their career and study pathways and juniors really digging in to keep the momentum up after the long mid-year break, it has been an extremely busy and challenging time. The Westerly winds have started to die down, and Brisbane is finally starting to warm up again (much like our students, knowing that years end is approaching). Amongst the usual multitude of achievements our students constantly accomplish through their study and commitment, this term has seen our 2013 seniors kick some huge goals marking milestone achievements both personally and for their schools. At Brisbane Grammar School, Trey Kemp delivered a moving speech to the entire school for their NAIDOC assembly where for the first time in their history, they flew the Aboriginal and Torres Strait Islander flags and all the Indigenous students performed. Shonae Hobson also wrote and presented an equally touching speech to her peers about orbiting between two worlds. With the consent of both students these speeches have been included in this editions newsletter to share with our students, families

and communities. (see pages 9 and 10) Our St Peters Lutheran College senior students Mahalia Christian and Leearna Burke are also acknowledged for taking the time to write an article for this edition of the newsletter, sharing their experience of leaving home for boarding school and how it has shaped their lives. Take the time to read the speeches and article and you will see that our 2013 senior students are great ambassadors for their schools, the Cape York Leaders Program, their communities and families.

Stuartholme School Sorry Day At the end of May, Stuartholme School held a National Sorry Day Liturgy. It was a very moving experience with many of our CYLP students being involved throughout the proceedings. Mena Newman, Valerie Tamwoy completed the acknowledgment and welcome. Maggie Bowen, Tessa Friday-Bulsey and Shamin Pratt all shared stories of how their communities and families were affected by the stolen generations. Jeriah Coutts and Shonae Hobson introduced and thanked Uncle Albert Holt who was the guest speaker for the day, sharing his experiences of growing up in Cherbourg. Finally, to close the ceremony, Courtney Minniecon, Valerie Tamwoy and Tynequa Kemp performed together to sing Yil Lull by Joe Geia.

mbly Tessa Friday-Bulsey addressing the asse

Maggie Bowen addressing the assembly

g the Shamin Pratt durin Lorraine Jaffer and

Academic Leaders Secondary

NAIDOC celebration

Academic Leaders Secondary

Rockhampton

Jasmine Holroyd & Melanie Conrad with the athletics trophy

This term RGGS celebrated NAIDOC week in an amazing display of dance, song, powerful speeches and recognition of the beautiful Aboriginal and Torres Strait Islander cultures. All of the students worked together to share their culture with the whole school community and are to be commended for their passion and pride. Students attended the Rockhampton FOGS Indigenous Careers Expo and had the opportunity discuss their career options with a range of employers and tertiary education providers in Queensland. Students were interviewed by ABC Radio, attended motivational workshops and collected fantastic employment packs.

mar went n Girls Gram to p m a h ck o Girls from R ng the term t Archer duri M t a e ik h a on

k right), a Creek (bac left), Shique wen (front centre) k ac (b yd ro Jasmine Hol (centre) and Gereah Bo ad irls Grammar Melanie Conr rs from Rockhampton G he ot ith w

Students at Rockhampton Girls Grammar have had an exciting term so far! Melanie, Shiquea, Mirinda, Jasmine, Shonelle and Geraeuh gave their best on our athletics day in a range of events. Jasmine was awarded first place for shot-put, discus, long-jump, 100m & 200m races. Jasmine also received the age champion award and went on to join the Rockhampton District Athletics team. Shonelle and Mirinda have been playing well on the interschool netball team and enjoying every game on the courts. Jasmine competed with her team in the School Aerobics competition in the Hip Hop Dance section. Jasmine and her team did so well they were able to compete at a state level in Brisbane. Unfortunately they did not make it to the National competition this year, but Jasmine enjoyed the experience.

Shiquea Creek, Jasmine Holroyd & Melanie Conrad on the hike

Academic Leaders Secondary

Charters Towers

Raikiesha Castors (2nd from left) with other team members on athletics day

Semester II has been busy, with no sign of slowing down, especially for the two year 12 students – Jasmine Salam and Kelam Nona. Very early in the term, Kelam attended the Combined Schools’ Formal for years 11 & 12, looking radiant in a beautiful blue gown. To celebrate NAIDOC sisters Kelam and Ivy Nona along with Mesela Newman, year 9, joined other Indigenous students in a dancing display for the primary and secondary campuses. With their painted faces they put on a ‘deadly’ show and the primary students even learned a few new dance steps from the group.

The Columba students competed in the region’s Interschool Athletics Carnival during the term. Kelam Nona was co-captain of the team and four CYI scholarship students competed in various events: Kelam, Jasmine Salam, Ivy Nona and Mesela Newman. The school had a fairly successful day overall with Kelam being named Open Female Aged Champion.

Mesera Newman (R) and frien d celebrating NAIDOC

Academic Leaders Secondary

Kelam Nona (back left) & Jasmine Salam (2nd back left) with friends at the Athletics Carnival

Raikiesha Castors and Mesela Newman attended the year 9 camp during the last week of term 2. Ivy Nona will be away during August on her year level retreat at “Marybank” and again in September to attend the Australia wide IYLP camp to be held in Perth. Jasmine Salam and Kelam Nona will attend their retreat during October also at “Marybank”. The touch football season has begun for the local town clubs. Kelam, Ivy, Jasmine & Mesela have all signed up to participate in the competition – good luck girls. QCS testing is held during September and we wish students who will be sitting for them all the best. With only a few weeks left for year 12 assessment work to be completed, students will need to knuckle down, get serious and manage their time well to ensure they complete a successful year.

Kelam Nona ( centre) attending the Combined Schools Formal

Academic Leaders Secondary

Townsville Term 3 has been another busy one for the all at The Cathedral School with students participating in various activities including Foundation Day celebrations, School Reunion celebrations, sporting activities and school camps. All students at Cathedral have been involved in exams and assessments for term 3 and we are confident that they have achieved good results. Urina Bamaga was selected to participate in the Annual School Writers Camp held at Paluma. This was a very successful event. We congratulate Urina for her creative efforts and for being the first Indigenous student selected to participate in this event. Kym Kepple has been quite dedicated in her preparation for the upcoming United Kingdom netball tour, and preparing for her final semester of secondary study. Tyrone Christian- Reyes has also been quite busy in his preparation for the upcoming United Kingdom Rugby Union tour.

Marshall Winkle will be travelling to Brisbane in September to participate in North Queensland Rugby Union team. He is looking forward to this and very keen to impress the Queensland selectors. Clareâ&#x20AC;&#x2122;dell Filewood has begun study towards a Hospitality Certificate and is excited about the commencement of her school based placement with Cowboys Leagues Club. Colin Kepple, Joshua Newman, Samuel Zaro, Kyeesha Zaro and Robin Solomon have been active participants in several school based and extracurricular activities. In conclusion, Term 3 has been another successful term for our students and we are looking forward to a well-earned break in preparing for the final term of 2013.

Graduation Ceremony & Dinner - SAVE THE DATE!!!!

Academic Leaders Secondary

Academic Leaders Secondary STUDENT PROFILE

Introducing Kelam Nona My name is Kelam Nona and I am from Bamaga. I am in year 12 at Columba Catholic College in Charters Towers and I have been on the Cape York Leaders Program since 2012. Being on the Cape York Leaders Program has given me many opportunities such as making new friends, a good education and the chance to experience new and different things. This year I received my Senior’s badge at the Beginning of the Year Ceremony. I’m a keen sports person and represented my school in softball and touch football in the inter school competition throughout Semester I. I also competed in ‘The Gift’ race on Columba’s Feast Day – a race that is run only by the fastest students at the school. I was placed 4th at the finish, beaten only by 3 male students. At the Interhouse Athletics Carnival in June, I competed in many events which enabled me to be awarded the female Age Champion (Open) on the day. At the end of term II, I also received an Academic Encouragement Award. This term I will co-Captain the Columba Interschool Team in the upcoming Athletics Carnival as well as playing touch football within the town competition and continuing to study hard. After I graduate from high school, I am interested in joining the Navy and in particular, the area of sea patrol in Australian waters. I would like to take this time to thank the Cape York Leaders Program for the opportunities and the experiences I have been given over the last two years.

St Peters Senior Girls – Mahalia and Leearna Our names are Leearna Burke and Mahalia Christian. We are both from different communities – Leearna is from Hopevale and Mahalia is from Bamaga. Currently, we are both in year 12 at St Peters Lutheran College, and have been on the Cape York Leaders Program for five years. At first, boarding school sounded like the most frightening thing in the world. Leave our families and friends for months at a time, and go thousands of kilometres away, to a place we’d never seen? It was almost too much to take in. We both felt so nervous, and it wasn’t made better by movies like Mean Girls and High School Musical, with their depictions of high school bullies!

after ourselves, and we hope that this fabulous opportunity will allow us to give back to our community, as we both plan to go to university and study nursing. We also hope that the wonderful experiences we had in boarding here at St Peters Lutheran College will not be limited to us, and that other young Indigenous students will be able to look up to us as role models and follow in our footsteps.

When we first arrived at St Peters, we were overwhelmed by the newness of everything – new city, new school, new faces, and most importantly, new home. We were used to living in our own small community, so coming to such a big school was a huge adjustment for us both. Luckily, in boarding it was easy to make friends, because there were people from similar backgrounds, and, of course, we all lived together. The girls and mistresses in boarding came to be like a huge multicultural second family for us. Over the years, boarding has shaped us both into the independent women we are today. We have learned so much about life and looking 8

Academic Leaders Secondary - Student Profile

Mahalia Christian and Leearna Burke

Speech for NAIDOC assembly – Trey Kemp Firstly, I would like to acknowledge the traditional owners of the land, and I would also like to thank Mr Short, Mr Brusasco and Mr Emtage for giving Isaiah and me the opportunity to address the assembly today. In keeping with the spirit of reconciliation, we acknowledge the Turrbal people as the traditional owners of the land where we now stand, and I would also like to thank the traditional owners for having me on their land. I am a young Yiman and Kuku Thaipan man with my traditional land being near Taroom and in Cape York.

I am proud to be aboriginal, but I have experienced both ups and downs because of my culture when I was growing up. While I probably experienced a similar childhood to many others here, in my teenage years, when I started to mature into a young man, my culture became very prominent in my life. I grew up with my dad and my step-mum, who is a Torres Strait Islander, and I was adopted into her family and culture, and lived by her values and customs. Trey Kemp

Today at Brisbane Grammar School, we are celebrating NAIDOC Day - NAIDOC being short for National Aboriginal Islander Day Observance Committee. This is an opportunity to celebrate our cultures and achievements, to be proud of our history, legacy and celebrate our past. For me, NAIDOC is a time when all the family gathers, and my favourite part is the big feastings we have at night where all the family bring in traditional foods such as dugong, turtle and damper. For me, this has meant partaking in rituals and cultural ceremonies to celebrate important occasions like becoming a man. To do this, I have participated in rituals such as hunting, where the men in the family would take the young boys out in the boats and hunt for turtle and dugong, and if they were good enough to catch a meal and bring it back to the beach, they were taught how to gut and clean the catch and prepare the meat to be cooked. Another ritual – one that frustrated both Mr Micallef and Mr Carmichael - was my shaving party. This is the final ceremony of turning a boy into a man. When the elders think it is the right time, they will say that it is your turn to shave. Prior to this, you cannot shave. So, on the night of my shaving party, many traditional dances took place, with the main event of the ceremony being when all of my older brothers, uncles and my father, shaved my facial hair for the first time, and then I was acknowledged as a man in the family. These rituals are a very important part of who I am. The reason I came to Brisbane Grammar School is because I was privileged to gain a scholarship through the Cape York Leaders Program where it was decided that I would become a boarder. The reason for this was that the Cape York Institute recognised the need for mobility for students in remote communities to gain access to a higher level of education. Aboriginal leader Noel Pearson explains this through the concept of orbits.

Basically, this means Cape York people may be, at any one time, engaged in orbits outside of the region, like to attend school, but they remain culturally and historically connected to their families, clans and communities. So while I attend Brisbane Grammar School and live a life in Brisbane that is much like yours, when I return home to Weipa, my way of life is different because of our different cultures. When I first arrived in Brisbane, it was a big shock for me. Coming from Weipa, a small town in far north Queensland to a big city like Brisbane with the big city lights and hundreds of giant buildings, it could not have been more overwhelming. I felt like a fish out of water. I did not find it easy to make the transition from my town’s small school to Brisbane Grammar School. Although I was welcomed with open arms by both day boys and boarders, at first I found it hard to relate to other people. This was because of the very small Indigenous population at Grammar. It was harder for people to understand the way I lived when I wasn’t at school. It was almost like I was living in two completely different worlds. And when I returned home for holidays, I was shocked to find my life at home had changed. Some of my friends rejected me because to them I was a city boy now, and they thought I was better than them because I got an opportunity that they didn’t. But thankfully there were also my family and friends who still saw me for the person I was, and they didn’t judge me. This was a difficult time for me and I learnt one of the benefits of living in a small town is you build some strong, close friendships that continue to grow, very much the same way my friendships with the other boarders have grown. I think I have managed to orbit both worlds as Brisbane Grammar has become my second home. This is why today is such a proud moment for me - for today is the first time you have been given a glimpse into the ways of my people.

Speech for NAIDOC assembly

Academic Leaders Secondary

Walking in Two Worlds - Shonae Hobson Decades of incoherent and inadequate government policy with regards to Indigenous education effectively delivered a substandard level of education for Indigenous students, particularly in remote Indigenous communities. So as you might imagine, school was a struggle for these girls and many other Indigenous students from similar remote communities. With the establishment of the Cape York Aboriginal Academy in January 2010 students are able to close the academic achievement gap between Indigenous and mainstream students. This bridging of the gap enables students to walk comfortably between these two worlds. The CYAAA Program has three distinct but related learning domains, Class, Club and Culture. And it is with these learning domains that Indigenous students like myself, and those in generations following me are able to attend quality schools with a record of high educational achievement. Like Stuartholme.

Shonae Hobson

I know twin sisters, both from the same community, with the same family background, sharing the same lifestyle. In remote Indigenous communities secondary schooling is not an option, there are no high schools, so the majority of the students are sent off to boarding school. Regardless of their decision, both girls were sent to an all-girls boarding school. This journey they were to embark on, was the opening of a gateway that would allow them to walk between two worlds, their community way of living at home, and the more broad and sophisticated life away at school.

Education is the key enabler to orbiting.

I cannot stress enough how vital and important it is for Indigenous students to leave the community and experience mainstream lifestyle because not only does it broaden our horizons but it creates a field of opportunities. How many Indigenous doctors are there? Not enough. How many Indigenous lawyers are there? I say not enough. Has there ever been an Indigenous Prime Minister? Never! How many Aboriginal people do you know run major companies and businesses like Coles and Woolworths? None I would like to see my people achieve something and become someone.

After two years, the one thing separating these women was their aspirations in life. These aspirations were to determine where they would find themselves in 10-20 years from now.

So it is important that we take advantage of these educational systems so that we may also be able to leave our footprints in society.

Might I say that the path each of the sisters had taken would leave them standing at opposite ends of the tunnel?

Itâ&#x20AC;&#x2122;s sad that without encouragement from their family back home, one of the girls dropped out of high school in year 10, whereas the other chose to focus on her education and create an orbit, allowing her to walk easily between the lifestyle she had at home, and the wider society and economy.

Academic Leaders Secondary

Leaving behind family and traditional land is a common fear for families and parents of remote Indigenous kids and the common cause of why we are often held back from high school or encouraged to drop out. There’s an ingrained fear that if we spend too much time in the white society we will lose our culture and who we are as a person. I strongly disagree with this, by leaving our community and engaging with the broader society we are expanding our knowledge and understanding of the world. Being educated enriches the understanding and learning of cultural language, which is quickly diminishing. In fact, it will be through orbiting and gaining quality education that will keep our rich cultures and languages alive in the future. Through our orbiting experiences, we will have different and new skills that we will bring back to our community’s. Why should we drop out of school and return home and limit our education like this? Why should we let non-Indigenous people come into our community and tell us that we should vote for Kevin Rudd because he has done so much for Indigenous people, one being he apologised to the stolen generation? I would like to see my people form their own ideas and opinions, and in this example to base their votes on the knowledge and understanding of issues, not only relevant to Indigenous people but to the wider community. Too many of my people that are living at the far end of the tunnel, never having the opportunity or support to experience and gain knowledge of life outside the community, they will have no choice but to take the ideas of others. I would like to see my people have the option of walking freely between these two worlds so they too may be able to make informed choices. Orbiting encourages young students like myself, to finish high school, and extend my education further so that I may be a contributor in the global society like many of my fellow nonIndigenous class mates, but also maintain my cultural identity and even make a contribution to my community back home.

The sister who decided to follow through with her education now has the option to walk freely between these two worlds, while her sister who took a completely different path is left at the dark end of the tunnel, never getting the opportunity to fully experience the wide opportunities there are in life, but rotating in and out of a cycle of welfare, underachievement and narrow opportunities. All of which are bandage solutions provided by the government to supposedly ‘help’ my people. Living in an unstable household, receiving government money, consuming large amounts of alcohol and regularly coming in and out of jail is only a small picture of the lifestyle and struggle that many aboriginal people face. The saddest thing is, that too many Indigenous people, this way of living and this lifestyle is accepted as normal, for they have never experienced anything different. By orbiting and walking in two worlds we are opening the doors to a better life. My fellow peers I stand here in hope that you will take away with you today, a better understanding of life as we see it in remote Indigenous communities and an understanding that the critical way for us to make and create change is through educating and orbiting. Hopefully in the future, all Indigenous people may be able to experience the best of both worlds.

To live a life filled with opportunity and choices, choices that enable us to engage with the global economy, and to form decisions based on our own opinion and understanding, so that we as a people may be able to fully enjoy our nation’s wealth.

Academic Leaders Secondary

Academic Leaders Secondary Student Results

Brisbane Boys College Student Name

Community

School Results

Marley Ahmat

Weipa

Economics: B+, Manufacturing Ind Tech Studies: B, Mathematics A: B-, Health & Physical Education: B-

Leeroy Ahmat

Weipa

Art: B, Christian Education: B+, General Shop Graphics: B+, Health & Physical Education: B-, Mathematics: C+, Science: C-, SOSE: C-

Assan Sam

Weipa

English: B-, Geography: C-, Health & Physical Education: B

Kamuel Tamwoy

Aurukun

English: B, Legal Studies: C, Geography: C-, Mathematics A: B -

Silas Tamwoy

Injinoo

English: C+, Legal Studies: C, Mathematics A: C, Technology Studies: C+, Technology Studies: C+

Phillip Yeatman

Yarrabah/Atherton

Christian Education: C+, Commerce: C, English: B+, Health & Physical Education: B, Info & Comm Technology: B+, Maths Indigenous: B+, Technology Studies: B+

Leon Yeatman

Old Mapoon/ Yarrabah

Christian Education: C-, English: C, Health & Physical Education : B-, Info & Comm Technology: C-, Maths Indigenous: B-, Technology Studies: B

Elisha Tamwoy

Aurukun

Christian Education: C+, English: C-,Film Television: C+, Health & Physical Education: C-, Maths Indigenous: B, Modern History: C

Koby Frazer

Old Mapoon

Art: B-, Economics: C, English: B-, Manufacturing Ind Tech Studies: B, Technology Studies: B+

Craig Googleye

Kowanyama

Christian Education: C-, Creative Arts: B+, Health & Physical Education: B, Maths Indigenous: A+, Science: C-, SOSE: C-

Ellen McIvor

Cooktown

English: C, Mathematics A: B, Science: B+, Humanities: B-, Health & wellbeing: C+, Visual Arts: B+, Christian Education: C+

Natara Micheal

Cooktown

English: C+, Mathematic: A, Science: C, Physical Education: C, Control Technology: C-, Music: B, Visual Art: B+

Clayfield College

Academic Leaders Secondary - Student Results

Stuartholme School Student Name

Community

School Results

Tessa FridayBulsey

Palm Island

Religious Education: C-, short course in numeracy: B+, Health 7 Physical Education: C+, Science: C-, Geography: C+, History: C, Home Economics: C+

Valerie Tamwoy

Weipa

Religion & Ethics: B-, English: C-, Mathematics A: C-, Physical Education: B-, Drama: B, Music: B

Lorraine Jaffer

Coen

English: C, Mathematics A: C, Health & Physical Education: B+, Science: C+, Geography: B+, History: B, Visual Arts: B, Drama: B, Religious Education: B

Bamaga

Religion: C+, English: C+, Mathematics B: B -, Health & Physical Education: B, Science: B+, Geography: B, History: C+, Drama: A, Home Economics: C

Mena Newman

Shahmin Pratt

Coen

Religion: B-, English: C-, Health & Physical Education: C+, Science: C, Geography: C-, History: B-

Schascle Bassani

Cooktown

Religious Education: C-, English: C-, Health and Physical Education: C-, Geography: B-, History: B-

Tatyana King Smith

Weipa

Religious Education: B+, English: B, Mathematics: C+, Health & Physical Education: B+, Science: C-, Social Science : C+, Visual Arts: A+, Drama: A, Economics: B, Japanese: C

Shannen Castors

Palm Island

English: C-, Mathematics:B, Visual Art: A-, Religious Education : B

Shonae Hobson

Coen

Religion: C+, English: B-, Mathematics: B, Biological Science: C+, Ancient History: B-

Courtney Minniecon

Wujal Wujal

Religion: B-, English: B+, Mathematics A: A, Chemistry: B-, Drama: A

Crystal Thomas

Yarrabah/Atherton

Religion & Ethics: B, English: B, Mathematics A: B+, Biological Science: B-, Chemistry: C+, Geography: B-

Seneva Newman

Bamaga

Religion: C, English: C, Mathematics: C, Health & Physical Education: B-, Social Science: C, Home Economics: C+

Jeriah Coutts

Palm Island

Mathematics: C-, Health & Physical Education: B, Geography: C-, History: C+, Visual Art: C+, Interactive Multimedia: B-, Religious Education: C+

Academic Leaders Secondary - Student Results

Academic Leaders Secondary Student Results Stuartholme School (cont.) Student Name

Community

School Results

Maggie Bowen

Hopevale

Mathematics: C-, Health & Physical Education: B, Geography: C-, History: C+, Visual Art: C+, Interactive Multimedia: B-, Religious Education: C+

Tynequa Kemp

Weipa

Religion: A-, English: B, Mathematics: C-, Science: C-, Health & Physical Education: B+, Social Science: C+, Visual Art: B, Drama: B+, Home Economics: B, Japanese: C

Trey Kemp

Weipa

English: B+, Mathematics B: C, Physical Education: C+

Jalun Williams

Mossman

English: C+, Geography: C, History: C, Physical Education: B+, Technology Studies: B-

Sinjon Gavin

Wujal Wujal

Economics: C, English: C, Earth Science: C+, Modern History: C

Kallum Clarke

Cooktown

English: C+, Mathematics: B-, Geography: B, Science: B-, Physical Education: B+, Art: B, Chinese: C-, History: B+,

Dylan Minniecon

Mossman

English: C+, History: C, Mathematics: C-, Music: B-, Physical Education: C, Science: C-, Technology Studies: B+

Dujon Nadredre

Weipa

English: C-, Recreation Studies: B-, Religion & Ethics: C+

Maddison Reys

New Mapoon

ESL: C+, Mathematics: C+, Health & Physical Education: C+, Christian Education: C, Science: C+, Metal Technology: B+, Product & design Manufacture: B-

Emilio Orngava

Pormpuraaw

English: C+, Pre-Vocational Maths: C, Religion & Ethics: C

Kyle Schuh

Napranum

Physical Education: C, Religion & Ethics: C-

Kristian Schuh

Napranum

ESL: B-, Heroic Lives: C-, Chemistry: C+, Music: B+, Design & Manufacture: B

Brisbane Grammar School

Marist College

Academic Leaders Secondary - Student Results

Marist College (cont.) Student Name

Community

School Results

Malik CreedMueller

Weipa

ESL: C, Health & Physical Education: C-, Christian Education: C+, Science: C-, Product Design & manufacture: C-

Ileisa Nadredre

Weipa

ESL: B, French: C, SOSE: C+, Sec. Math: C+, Physical Education: C, My Story/ Our Story: B+, Building Blocks: C-

Leearna Burke

Hopevale

Visual Arts: C, Study of Religion: C+

Mahalia Christian

Bamaga

Visual Arts: C, English: C-, Legal Studies: C, Study of Religion: C+

Donna Creek

Coen

Visual Arts: C+, English: C+

St Peters Lutheran College

Rasharna PriorBounghi

Palm Island

English: C, Health & Physical Education: B-, Introduction to Physical Education: B-, Science: C, Psychology: C+, Food studies: C

Giuseppe Dix

Weipa

English: C-, Physical Education: C

William Dix

Weipa

Construction: B, Mathematics: B, Physical Education: B-, Study of Religion: C-, Technology Studies: C-

Petta Lui

Bamaga

English: C-, Science: C, History: C-, Technology: C-

Isabella Raleigh

Weipa

English: C, Health & Physical Education: A, Mathematics: C-, Science: C, History: C, Geography: C, Drama: C-

Philzanna Bamaga

Bamaga

Business studies: C, Science: C-, Food Studies: A

Stephina Phineasa

Bamaga

English: C-, Health & Physical Education: B-

Academic Leaders Secondary - Student Results

Academic Leaders Secondary Student Results

St Peters Lutheran College (cont.) Student Name

Quintin Gowa

Community

Bamaga

School Results

Christian Studies: C, English: C, Design & technology: C

The Cathedral School - Townsville

Urina Bamaga

Bamaga

Mathematics: C, English: C, Science: C, Humanities: C, Health and Physical Education: B, Drama: B, Design & Technology: B, Christian Education: B

Tyrone Christian-Reys

New Mapoon

English: B, Mathematics A: C, Physical Education: C, Hospitality : C, Technology Studies: C

Clare’Dell Filewood

Bamaga

Information Technology systems: B, English: C, Mathematics: C, Visual Arts: B

Djinabugee Jaffer

Coen

English: C, Woodworks: C

Kym Kepple

Coen

English: C, Mathematics: C, Physical Education: C

Joshua Newman

Bamaga

English: C, Mathematics: C, Humanities: C, Science: C, Health & Physical Education: B, Design & Technology: A, Food Textiles Technology: B, Christian Education: C

Robin Solomon

Injinoo

English: C, Humanities: C, Science: C, Visual Arts: B, Health & Physical Education: B, Information Communication & Technology: B, Christian Education: C

Marshall Winkle

Wujal Wujal

English: B, Science: C, Visual Art: B, Health & Physical Education: B, Christian Education: C, Life Skills - Physical Education: A

Samuel Zaro

Coen

English: C, Humanities: C, Science: C, Health & Physical Education: A, Design & Technology: B, Food Textiles Technology: B, Christian Education: C

Joel Johnson

Yarrabah

Christian Education: C, English: B, Food Textiles Technology: B, Design & Technology : B, Life skills – Physical Education: A, Science: C, Mathematics: C

Colin Kepple

Coen

Mathematics: C, Humanities: C, Visual Arts: B, Physical Education: B, Food Textiles Technology: C, Information Communication & Technology: C, Christian Education: C

Kyiesha Zaro

Coen

English: B, Mathematics: C, Humanities: C, Science: C, Health & Physical Education: A, Design & Technology: B, Enterprise: B, Christian Education: A

Academic Leaders Secondary - Student Results

Rockhampton Girls Grammar Student Name

Community

School Results

Shonelle Castors

Palm Island

Mathematics: C-, English: C, Science: C, SOSE: C, Physical Activity: A-, Technology: C, Hospitality: B-

Jasmine Holroyd

Pormpuraaw

English: B-, Mathematics: C-, Science: C, SOSE: C, Physical Activity: A, Business: C+, Technology: B-, Dance: B+

Mirinda Bulsey

Palm Island

English: C-, Mathematics: C-, Science: B-, SOSE: C-, Physical Activity: C, Business: C-, Visual Arts: C-, Hospitality: C-

Geraeuh Bowen

Mossman

English: C-

Melanie Conrad

Pormpuraaw

English: C+, Mathematics: C, Science: C, SOSE: C, Physical Activity: B-, Visual Arts: B-, Drama: C+, Home Economics: B, Japanese: C, Music: B-

Shiquea Creek

Coen

English: C+, Mathematics: C-, Science: C, SOSE: C-, Physical Activity: A, Visual Arts: C+, Drama: C+, Home Economics: C+, Japanese: C+, Music: C+

Raikiesha Castors

Palm Island

Business Studies: C+, Visual Art: C-

Ivy Nona

Bamaga

History: C+, Health & Physical Education: C, Visual Arts: B-

Mesela Newman

Bamaga

Religion: C+, History: C-, Science: C-, Health & Physical Education: C-, Business Studies: B, Home Economics: C+

Jasmine Salam

Mossman

Religion & Ethics: C, English: C, Geography: C+, Mathematics A: C-, Biology: C+, Physical Education: C, Recreation Studies: B

Kelam Nona

Bamaga

Religion & Ethics: B-, Mathematics A: C-, Physical Education: C, English Communication: B, Recreation Studies: B

Melekai Williams

Mossman

Health & Physical Education: B, Technology Manual Arts: B, Japanese: A, English: C, Mathematics: C, Science: C, SOSE: C

Columba Catholic College

Academic Leaders Secondary - Student Results

Talking Career Choices PARENTS

START TALKING

As a parent, you play an important role in helping your child to make educational choices and career decisions. This role begins when your child is young – as they watch you and others around them take part in working life.

Take advantage of all opportunities to talk to your child about possibilities for their future.

As they grow older, you can play an even greater part in guiding their career development and fostering their optimism, enthusiasm, energy and curiosity. A lot of this relies on good communication.

Most young people respond well to casual conversations about careers, so be ready when they ask questions about life after school. Your child probably wants to know how you made decisions about your career. Be ready to tell them about your own work and life experiences and the paths you took to get where you are. They’ll gain from knowledge about your different jobs, how you found them and whether you liked them. They may also like hearing about experiences of other family members and friends. It’s quite possible you know someone who works in a job or industry that interests your child. See if they are willing to tell your child more about their work, and its positives and negatives. Be ready with questions too. Ask your child if they have thought about different types of further learning. Find out what their friends are planning to do. Ask if they have talked to their school career adviser. Ask if they know other ways to find out more about careers. Think about your child’s experiences. Do they have a creative hobby or a special skill or talent that could lead to career? Have they worked as volunteers, held a casual job or done work experience? How did they feel about these experiences? Learning what they don’t want to do can be as important as learning what they do want to do. So even if they didn’t enjoy an experience, it is good to talk about why they didn’t enjoy it. You can take this further by helping them to fully understand their interests, likes and dislikes, strengths and weaknesses, skills and what is important to them. Be sure to discuss the importance of gaining employability skills. And above all, be encouraging and supportive. Be positive about their ideas and chances of finding a satisfying career path. Let them know you believe they are a capable and resourceful person.

dream more learn more

be more. 18

Talking Career Choices

Academic Leaders Tertiary STUDENT PROFILE

Introducing Phillip Obah My name is Phillip Obah, and I am a descendant of the Wadja tribe (Central Queensland - Woorabinda) and Kunganji tribe (North Queensland – Yarrabah) on my father’s side, while on my mother’s side I’m a descendant of the Walmajarri tribe (Western Australia - South East Kimberley – Billiluna) and Ngarti tribe (Western Australia - Great Sandy Desert). I am a full-time student enrolled in a joint degree in the Bachelor of Arts (Sociology) and the Bachelor of Business (Economics and Regional Development) at James Cook University – Townsville. I have chosen this path with respect to contributing to the advancement of Indigenous people and educating the wider non-Indigenous communities by being a Director on the Wadja Traditional Knowledge Centre Aboriginal Corporation, assisting in social, economic and spiritual wellbeing through the methods of teaching traditional knowledge, law and culture. With a humble nature, I am not the type of student who gets straight distinctions in my university subjects, however I am committed and passionate in the direction I am leading towards with confidence. I will complete my university degree to enter into a position within great responsibility in teaching, guiding, providing justice and opportunities, and leading my people through the light of our ancient traditional laws into today’s society in Australia. I feel deep with me, that everything is all happening this year, and is one of the most important years for me, developing into a person who is leading, planning, being humble, firm, assertive and having heavier responsibilities to achieve.

One of the many highlights for myself this year I was nominated and elected for the role of President of Student Association at James Cook University (Townsville Campus) and this is the stage where I train, develop and gain experience in directing, planning, organising and communicating as an interface in all walks of the life around me.

I am in a state of happiness in being part of the Cape York Leaders Program for nearly two years, and have been given great support, guidance and opportunities. This program has shown me great figures of examples in knowledge, wisdom, understanding and leadership. These examples have empowered me to release these gifts from within me into being active. I am grateful of what the leadership program has contributed to me as a student and as a person. I would like to extend my gratitude to the Cape York Leaders Program and the team responsible in sharing their stories, experiences, knowledge, wisdom, understanding and encouragement to stand. I also like to continue with extending my thoughts on the friends I have met in this program. In my mother’s language I would like to say “palya”, (thank you).

Academic Leaders Tertiary - Student Profile

Academic Leaders Tertiary

MEMBER PROFILE

Meet Clinton Sullivan

Hi my name is Clinton Sullivan, I was born in Townsville and I grew up in Cairns, I have been schooling at Djarragun College since grade 8 and I am currently completing year 12 graduating at the end of this year. I have enjoyed every bit of the time attending Djarragun. I am a member of the Youth Leaders in the Cape York Leaders Program and have successfully completed my Certificate II in business. The Cape York Leaders Program has given me so much confidence and self-belief to accomplish my goals. The highlight besides completing my certificate was meeting other participants from Cape York communities; I have made so many great friends being a part of this program. I love sport and I enjoy playing AFL. Representing AFL at a state level and being picked as the house captain in my school in sport.

When I finish school I am hoping to be an AFL development officer for the Cape York region and I am also interested joining the police force. Recently I was selected to go to Sydney for a week to participate in the National Indigenous Youth Leadership Academy (NIYLA). Fifty one Indigenous young people from across Australia came together for NIYLA’s ‘Many Voices, One Future’ National Gathering. Some of the topics we spoke about were suicide, closing the gap, the constitution and asylum seekers.

The Cape York Leaders Program has given me so much confidence and self-belief to accomplish my goals.

Academic AcademicLeaders LeadersTertiary Tertiary - Member Highlights

People Excellence

Youth Leaders During the school holidays our Youth Leaders will commence a week long work experience placement within the Cairns Business Community, and Cape York Institute partner organisations. This work experience opportunity will broaden their experience and open their learning opportunities across different elements: • opportunity to work; • apply skills learned during the training; • work with private sector and Indigenous organisations; • build confidence and self-esteem; • apply work readiness skills; and • opportunity for mentoring. Youth Leaders will travel from their communities to Cairns to participate in this valuable experience. They will return to their communities with skills developed during the week long work placement. Eight Youth Leaders will graduate with a Certificate II in Business Administration from Skill360 Australia.

Youth Leaders – Bac

k row, L-R – Stephe n Kulka, Clinton Sul Kayella Pascoe, Sha livan, lika Calope, Anson Ge Front row, L-R – Tah badi. irah Christian, Priscila Banu, Lyell Reuben

Skilling Leaders Our Skilling A Participants recently came together at the Mecure Harbourside for the Residential Block of Training. The Training was for their Certificate IV in Frontline Management. Participants spent time catching up on their assessments and completing further training. This time was a great opportunity for our new Training and Development Coordinator, Joseph Wallace to meet the members and learn more about their aspirations, goals and the roles they play within their Communities.

By doing the “Skilling Leaders Program” has enabled me to explore travel destinations and introduce world travelling to my community of NPA Sonia Townson, CLYP Member NPA

Left: Andrea Quinn from AIM with Skilling Leaders Lucy Hobson and Lorna Bosen

This “Skilling Leadership Program” upgraded my skills, and I got a lot out of working with different members in my class. I hope to run my own business in the near future. Right: Sonia Townson Skil ling Leader with Andrea Quinn from AIM

Peter Wallace, CYLP Member Wujal Wujal

People Excellence - Youth Leaders & Skilling Leaders

People Excellence

Mentoring To ensure the Cape York Leaders Program is successful in creating a diverse and committed mentoring pool of mentors the participant of CYLP mentoring training must meet the minimum requirements of the following. • Strong desire to act as a guide and mentor • Commitment to complete the full mentoring accreditation course run by CYLP • Is able to commit to regular meetings with their Mentoree • A demonstrated success in developing other people • Motivating and able to effectively role model leadership skills g excercise Members participating in a mentoring trainin

I would like to start by thanking Cape York Leaders mentoring participants for their interest and participation in session one of the Cape York Leaders Program’s mentoring workshop. It was great to see the interaction and energy between everyone in the group all sharing examples of their mentoring experiences they have had in their work, home and community. Also I would like to mention our marvellous facilitator Magda who was great in connecting and engaging with each and every one of our 23 participants throughout the day. In the session we spoke about what a mentor is and what a mentor is not. We had discussions about what is the role of a mentor and the mentoree. Participants really enjoyed the practical participation and role playing scenario’s. For the mentoring program to be enjoyable and successful, all parties must understand their part in the process. Each participant – the Mentoree, the Mentor, and the Program Manager need to be clear from the outset about the expectations, roles, responsibilities, and the purpose/ outcomes expected from the partnership. The Mentoree and Mentor in particular need to consider the impact participating in a Mentoring Partnership will have on their current work and study situation. Being mentored or being a mentor can be a challenging experience. It requires dedication and commitment from both sides of the partnership to ensure successful outcomes.

People Excellence - Mentoring

• Confident in providing both positive and constructive feedback, and undertaking constructive questioning. • Has strong interpersonal skills • A positive role model and agrees to work with the CYI Values • Willing to share personal experiences to their Mentoree’s development needs • Is approachable and trustworthy • Demonstrates initiative in managing his/her own career • Is discerning with confidential information Being a mentor doesn’t mean having all the answers to every question. A good mentor will know what question to ask to stimulate constructive thinking and development in their mentoree. I look forward to our next workshop session two of the mentoring training in September.

Members at training

Important Dates Important dates to remember

October

Academic Leaders Secondary Monday 7 October - Term 4 Commences Brisbane Boys College Stuartholme School Brisbane Grammar School Marist College St Peters Lutheran College Rockhampton Girls Grammar

hese t p Kee tes in y da diar your

Clayfield College

Academic Leaders Secondary Tuesday 8 October - Term 4 Commences Cathedral School Columba Catholic College

EXCELLING Leaders Wednesday 2 October Excelling Leaders Workshop

November Academic Leaders Friday 15 November cademic Leaders Tertiary A End of year workshop Saturday 16 November elebration of Achievement Evening C (keep this date free, details to come shortly)

EXCELLING Leaders Wednesday 20 November - Friday 22 2013 Excelling Leaders Workshop

CYI Office Closure The CYI office will be closed for the holiday period from 12:00pm Tuesday, 24 December to Thursday, 2 January 2014

cyi.org.au @CapeYorkInst facebook.com/CapeYorkInstitute Cape York Institute For Policy & Leadership

Important dates

Donations and Support Every gift makes a difference to our students and graduates, today and in the future. Gifts and Donations can be made as one off payments or can be pledged over a number of years to suit the circumstances of the donor. All gifts will be used in the manner designated by the donor. Our success depends not only on the future generosity of our partners, but on donations from individuals, community groups and philanthropic organisations. Reasons for making a gift to Cape York Institute vary greatly. Making a donation is a very personal experience and we encourage you to support an area of special interest to you. If you do not have a preference on where to direct your support, you may elect to provide discretionary funds which Cape York Institute can divert to high priority areas and needs. All gifts of $2 or more are tax-deductable. If you would like to support the development of current and future Indigenous Leaders and policy reform, make a donation today by visiting www.cyi.org.au/support-us or post your cheque to Cape York Institute, PO Box 3099, Cairns QLD 4870.

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