Geelong Grammar School is located on the ancestral lands of the Wadawurrung, Wurundjeri and Taungurung people of the Kulin nation. We respectfully acknowledge the traditional owners and custodians of these lands and pay our respects to Elders past, present and emerging. We recognise and respect their cultural heritage, beliefs and continuing connection with this land. We recognise the responsibility we have in caring for this country, which has deep spiritual significance for Aboriginal and Torres Strait Islander peoples, whose cultures are amongst the oldest living cultures in human history. We recognise the importance of educating our students in the strong foundations of culture and identity. We acknowledge that better understanding and respect for Aboriginal and Torres Strait Islander cultures develops an enriched appreciation of Australia’s cultural heritage and can lead to reconciliation. This is essential to the maturity of Australia as a nation and fundamental to the development of an Australian identity.
2
WE APPRECIATE THE CONTRIBUTIONS OF ABORIGINAL AND NON-ABORIGINAL AUSTRALIANS TO THE EDUCATION OF ALL PEOPLE IN THIS COUNTRY, WHICH WE SHARE TOGETHER.
Welcome to Geelong Grammar School. Four Campuses. One School.
un
MARYBY R N
gW urr un TIMBERTOP g
ONG
G
OU
L B U R N RIV ER
RI
VE
R
wu
IB
RR
Timbertop is situated on the traditional lands of the Taungurung people, also known as the Daung Wurrung. The Taungurung people’s territory was to the north of the Great Dividing Range in the watersheds of the Broken, Delatite, Coliban, Goulburn and Campaspe Rivers.
Wa da
R
WE
TIMBERTOP
VE
RI
Toorak Campus is situated on the traditional lands of the Wurundjeri people. Wurundjeri people spoke the Woiwurrung language. The Wurundjeri people’s territory extended from north of the Great Dividing Range, east to Mount Baw Baw, south to Mordialloc Creek and west to Werribee River.
DON
TOORAK
Bostock House and Corio Campus are situated on the traditional lands of the Wadawurrung people. The name Wadawurrung is a recognised tribe (community) consisting of some 25 clans (family groups) that formed part of the Kulin nation of Aboriginal people. The traditional boundaries of the Wadawurrung people span the coastline from the Werribee River to Painkalac Creek, traversing inland in a north westerly direction towards Ballarat.
Ta
g LO D
GEELONG
Dja Dja Wu rru n
rru
ng
EE
RIV
ER
CORIO CAMPUS
B I R R A R U N G ( Y A R R A) R I V E R
TOORAK CAMPUS
Wo
BOSTOCK HOUSE
Bo
on
iw
urr
un
Wu rr
g
un
g
3
VISION
BELONGING AND BECOMING @ GGS Geelong Grammar School’s (GGS) purpose centres on the pursuit of shaping a better world. For us, a better world is one that focuses on enabling wisdom within ourselves and others so that we can make a positive difference. This is an inclusive focus; honouring the traditional owners and custodians of the land and respecting deeply the past, present and emerging indigenous Elders of Australia. As a School we recognise and value all forebears and families, and their intergenerational and continuing connection to land, waters and culture. Equally, as educators, we value the responsibility learning communities hold as we influence our belonging and becoming as a country. 4
We want all our GGS learners, friends and families to feel a genuine sense of belonging and a confidence to open their hearts and minds to the myriad of opportunities and experiences available.
These opportunities and experiences are enriched by the voices, histories, achievements and stories of Aboriginal and Torres Strait Islander people. We celebrate this diversity and know that it is embedded in our becoming. This Reconciliation Action Plan renews our commitment to the belonging and becoming that shapes our humanity: such shaping will always be about walking together towards love, peace and unity; may each step be grounded in courage, curiosity and compassion. Rebecca Cody, Principal
This Reconciliation Action Plan is part of an important journey for us at Geelong Grammar School. We acknowledge:
• the education of all Australia’s youth is one sure way of providing the hope that positive generational change is possible; • the significance of our Indigenous Programme as a two way process for every member of our community to embrace diversity, equality and the contributions of all to learn from each other; • and value the cultural diversity of our students, and provide safe spaces for them to share this; • our commitment to working with Aboriginal and Torres Strait islander students and their families to develop and nurture strong relationships, grounded in trust; • the importance of the rich histories, languages and cultures Aboriginal and Torres Strait Islander people, the original custodians of this Ancient Land, bring to our School community; • the importance of the respectful partnerships with the traditional custodians of the land; and • the cultural, political, economic and educational disadvantages suffered by Aboriginal and Torres Strait Islander people as a result of dispossession of their land.
OUR STORY Since beginning our Indigenous Programme, Aboriginal and Torres Strait Islander flags have been flown on our campuses. Welcome to Country, Acknowledgement of Country and Smoking Ceremonies have been embraced and better understood by our School community. We currently have 29 Aboriginal and Torres Strait Islander students enrolled across the School. The School works in partnership with the Yalari programme and other philanthropic organisations to provide scholarships for our students from communities across Australia. The School also provides a number of secondary school scholarships for local Aboriginal and Torres Strait Islander students. We have high expectations of all our students. It is our vision to provide a supportive environment that empowers them to be successful, while acknowledging their diverse culture and heritage. We recognise the importance of building an environment where our students feel culturally safe and have a strong sense of belonging because it is free from discrimination.
We will achieve our vision by:
• strengthening high expectation relationships between our Aboriginal and Torres Strait Islander students, families and GGS community; • recognising and embracing the diversity in our students, their families and culture and provide opportunities to foster individual leaders in the students; • developing a whole School approach to understanding the impact of past policies and practices on First Nations people and truth telling of their history;
VISION
EMBRACE, FOSTER AND CELEBRATE THE CULTURE AND SPIRITUALITY OF ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLES AS THE FIRST NATIONS PEOPLES OF AUSTRALIA Our first challenge as a School lies within. We must develop staff, student and community understanding of Aboriginal and Torres Strait Islander histories, cultures and languages, while establishing culturally safe practices throughout the School. Through learning and teaching experiences and open and rigorous conversations, we seek to develop a collective responsibility to make a positive difference. Geelong Grammar School seeks to inspire its students and community to be part of the solution.
• ensuring that Aboriginal and Torres Strait Islander perspectives are included and integrated across all year levels in all curriculum areas; • working in partnership with relevant stakeholders to support all of our Aboriginal and Torres Strait Islander students to achieve Year 12 graduation as we recognise education as the vehicle to inspire positive change; • supporting Aboriginal and Torres Strait Islander students to confidently embrace their identity and share it with the School community.
5
2020 SCHOOL CAPTAIN VOICE
�
For me, reconciliation
respecting other cultures at GGS is the act of
Reconciliation at GGS is our restoration of the past, recognising who we are and striving towards who we want to be. Reconciliation constitutes elements of humility, justice, truth, transparency, healing, community and love. I believe that considering these values to develop a plan with goals and encouraging our community to atone is fundamental to the process of reconciliation. GGS is an extremely unique school. We are a community and, in all communities, reconciliation enhances our possibilities to grow and flourish. As a School, the values we live by and manner in which we conduct ourselves will set an example for our community and all GGS students and form the foundations that underpin their understanding of why reconciliation is important. Our positive education programme focuses on cultivating positive emotions, encouraging students to find purpose and lead engaged and meaningful lives. Reconciliation and the restoration of the past enables us to grow as a community, across our four campuses. Reconciliation requires the curiosity and courage to explore, acknowledge and actively work to overcome the division and inequality emerging from our past. Moreover, supporting reconciliation requires a community to maintain integrity and provide one another with respect, love and compassion.
that may not align with your own.
Actively REACHING OUT AND
CONNECTING WITH OTHERS, MAKING AN
EFFORT to be a part of the BIGGER COMMUNITY AND ALLOW OTHERS to feel the same way.
�
Reconciliation is about moving past tolerance, and onto acceptance. Not just living in the same space but living in unison and harmony. Reconciliation for me at GGS is about incorporating the thriving Indigenous community but is also about the international community which calls GGS home. These communities may be individual groups, yet they are still a part of the bigger GGS picture because the School values individuality and wishes to celebrate our differences. For us, reconciliation is seen in the willingness of peers to learn about different cultures; the telling of stories; the open ear to other beliefs that previously one had not heard; the open mind to things one did not know.
Sarah Sutherland (Yr12 He) 2020 School Captain Sunny Handy (Yr12 M) *Latje Latje, Barkinji 2020 School Captain *cultural group
6
Bostock House
Toorak Campus
Timbertop
Corio Campus
TIMBERTOP
Indigenous heritage does not set me aside from the other students, but rather makes me feel empowered to share it with my fellow students SO THAT WE CAN ALL LEARN TOGETHER. has made me realise that my
Beginning
Developing
Doing well
Marlley McNamara (Yr10 Ga) Winiawal, Djugen and Noongar. Kulkailaig 7
WHAT HAVE WE ACHIEVED?
Welc o Cere me to C o mon ies a untry an t ma d jor S Smoki n cho o l ev g e nt s Emb e Islan dding A bo der e x p e p e rs p r i g i n a l a e rien ces ctives nd Torre in ed s ucat Strait iona l All s ignif Islan icant A d t h e e r e ve n b o r i g i n a ts a r ye a r l e ce and Tor lebra re ted s Strait thro ugh Invo out lv Islan ement b der y Ab E orig facil ina i ta l d e rs i Islan tion of n the or l and To Abo rres gani der ri p e rs s S pect ginal an ation an trait d To i ve s rres d Stra it Crea t i ve wo r Torr ks es S trait hops to Islan s der tudy A b art a nd s original cien a ces nd Emb e Islan dding A b der lang original uage a s int nd Torr e o ac tivit s Strait ies Abo rig spea inal and k T and ers and orres S trait learn artis Isl ts ing p rogr suppor ander amm ti es ng teac hing We ackn owle dge coun try a t me et i n gs
WHAT HAVE WE ACHIEVED?
WELCOME TO COUNTRY AND SMOKING CEREMONIES AT MAJOR SCHOOL EVENTS
• Smoking ceremony combined with a Welcome to Country on all campuses at the beginning of the school year • Ceremony conducted by Taungurung Elder to welcome and cleanse students before they start camping and hiking on Taungurung land • Welcome to Country at all campus Reconciliation Week events • Welcome to Country at significant school events ie - Leavers’ ceremony • All campuses acknowledge Country at assemblies and meetings • The Early Learning Centre have created an Acknowledgement to Country song to be sung during meeting time every day
EMBEDDING ABORIGINAL AND TORRES STRAIT ISLANDER PERSPECTIVES IN EDUCATIONAL EXPERIENCES
• All campuses have Indigenous Coordinators to lead the Indigenous programs • All campuses work with an Indigenous Consultant to include an Aboriginal and Torres Strait Islander perspective across the curriculum • All campuses are embedding Aboriginal and Torres Strait Islander perspectives to enhance the educational experiences of all students • Acknowledging and embracing cross-cultural perspectives through literature reviews, curriculum development, Artists in Residence and the Visiting Fellows programs • Creation of a Map of the High Country using the traditional Taungurung language • Embedding Taungurung Language as well as Indigenous perspectives in the Outdoor Programme • Elders and community members are involved in the organisation and facilitation of Indigenous Culture and Perspectives across all campuses • Students are exposed to a range of Indigenous authors • Utilisation of a range of Indigenous Games throughout PE classes • All campuses have an excellent range of resources in their libraries available to teachers • Staff attended PD on including Aboriginal perspectives across the curriculum
8
• Using bush foods and a medicine garden to embed Wurunjeri language into science, language and cooking experiences
ALL SIGNIFICANT ABORIGINAL AND TORRES STRAIT ISLANDER EVENTS ARE CELEBRATED THROUGHOUT THE YEAR
• Key Calendar of events for Aboriginal and Torres Strait Islander People are included within the curriculum and celebrated throughout the year • Sorry Day commemoration – classroom based activities • Celebration during NAIDOC and Reconciliation weeks with a wide range of activities, presentations and workshops. These celebrations include special guest presenters from our parent group as well as a variety of other local Aboriginal and Torres Strait Islander community people • Indigenous themed Dinners • Reconciliation week activities include the Whole School community - families and all community members • Reconciliation Week Whole School projectcreated a child size possum skin cloak in 2019 • All year levels were represented and completed a Whole School project to make a Bunjil’s nest on permanent display in 2018
INVOLVEMENT BY ABORIGINAL AND TORRES STRAIT ISLANDER ELDERS AND COMMUNITY MEMBERS IN THE ORGANISATION AND FACILITATION OF ABORIGINAL AND TORRES STRAIT ISLANDER PERSPECTIVES • Creative workshops to study Aboriginal and Torres Strait Islander art and sciences • Students are immersed in Indigenous workshops which focus on Art, Music and Indigenous Artefacts • Creativity Workshops: Students study Indigenous stories to do with science, particularly agriculture and astronomy and devise own Dreaming story • Murrundindi, head elder of the Wurundjeri people, visits Toorak campus each term to educate the Students about Indigenous histories and culture • Created an Indigenous garden ‘Bush Food and Bush Medicine’ - Incorporate the plants from the Bush Garden into the Cooking Programme
EMBEDDING ABORIGINAL AND TORRES STRAIT ISLANDER LANGUAGES INTO ACTIVITIES
I JUST WANT TO SAY HOW
BUILDING POSITIVE RELATIONSHIPS WITH OUR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS, THEIR FAMILIES AND OTHER STAKEHOLDERS
happy and proud I AM THAT OUR
• Creation of a Map of the High Country using the traditional Taungurung language
• Regular Aboriginal and Torres Strait Islander parent meetings (held once per term)
• Embedding Taungurung Language as well as Indigenous perspectives in the Outdoor Programme
• Regular Aboriginal and Torres Strait Islander student meetings (held once per term)
• Learning and singing acknowledgement of country in local Wadawurrung language • Utilising language apps in classroom activities – Taungurung, Wadawurrung • Using bush foods and a medicine garden to embed Wurunjeri language into science, language and cooking experiences
• Continued to strengthen our relationship with Yalari • Staff from all campuses attend the Melbourne Yalari dinner • Support Aboriginal and Torres Strait Islander students with their personal needs in relation to career direction, targeted academic needs, accessing scholarships, organising travel to and from campus through Abstudy • Provide a safe place and regular meeting time for students to come together and share a meal. During this time, students have the opportunity to connect with Indigenous Coordinator and Yalari support officer to discuss experiences, challenges and achievements with other students
DIANA GETS TO
DAUGHTER
grow & develop
AT A SCHOOL THAT
AND RECOGNISES THE
RESPECTS
IMPORTANCE OF THE First
Peoples of Australia.
”
Vanessa Mahon Current Parent BELOW: Sam Rule, ELC student, Bostock House Reconciliation Week 2020
• Support all Aboriginal and Torres Strait Islander students through the rigours of Timbertop • Organise Indigenous students from Corio Campus to speak/participate annually at an event on other campuses • Support the Indigenous Literacy Foundation through fundraising
9
WHAT IS RECONCILLIATION?
”
I AM PROUD TO GO TO A SCHOOL THAT CONTINUOUSLY
strives TO CREATE OF YOUNG ADULTS THAT
GENERATIONS
appreciate THE
TRADITIONAL OWNERS OF THE
land beneath their feet AND THE CUSTOMS OF THEIR ancient culture.
”
Zarli Dickinson (Yr10 He)
10
”
Reconciliation encompasses the reparation of relations between Aboriginal and Torres Straight Islander People and European settlers in Australia, a concept ever embraced at Geelong Grammar. Our school embraces all individuals and ensures all voices are heard, all cultures and heritages acknowledged and celebrated. Whilst the indescribable actions of the past can never be excused, it is vital that all parties come together to create a better, more inclusive future for all. Through Welcome to Country ceremonies, NAIDOC week, the flying of the Aboriginal and Torres Straight Island flags and a myriad of other Indigenous celebrations, Geelong Grammar School invites and encourages our students to be immersed in the education of native Australian culture and teaches the wrongs of the past, so as to ensure it is never repeated.
My education at GGS can be described in one word for me: opportunity.
INDIGENOUS
AS AN STUDENT AT ONE OF AUSTRALIA’S LEADING SCHOOLS, I AM GIVEN THE EARS OF A WIDE AUDIENCE.
PRIVILEGE
I USE THIS AS A WAY TO AFFECT positive change IN THE WORLD.
”
Tahlia See (Yr10 Ga) Wakamin
”
LIVING AT TIMBERTOP WE WAKE UP TO THE
kookaburras LAUGHING;
wandering down to dinner we sometimes see wombats waddling around;
WE EXPERIENCE OUR
CONNECTION TO NATURE AND THE LAND EVERYDAY. THIS MAKES US APPRECIATE MORE THE Taungurung
people
AND OTHER ABORIGINAL PEOPLE WHO ARE SO
CONNECTED TO THE LAND.
Reconciliation for us means acknowledging the people of the land who have heard the kookaburras and seen the wombats just like us.
”
Katya Ewing (Yr10 He) and Cassie Peris (Yr10 Ga) Kija
TOP RIGHT: Shane Monk, Taungurung traditional owner cutting coolamon at Timbertop, 2019 RIGHT: Corrina Eccles, Wadawurrung traditional owner at a Middle School cultural education session, 2018 LEFT: Cassie Peris (Yr10 Ga), Eliza Crutchfield (Yr10 Cl) and Olivia Gall (Yr10 Ga) at Timbertop 2019
11
CURRENT STUDENT TESTIMONIALS
Throughout my first year at GGS I have had two windows of opportunity opened to me. The first was electronic music. This was something that I have wanted to do for many years, and being at GGS has made this dream a reality for me. The second was the Japan trip. This was the chance of a lifetime that I am so grateful to have experienced. These opportunities have brewed ideas for what I might do in the years to come at GGS. Yarron See (Yr8) Wakamin
As an Australian citizen who grew up in another country, I have always felt I don’t completely understand Aboriginal heritage and customs. I am particularly grateful that GGS embraces the true history of Australia and continues to educate me and my classmates on the beliefs and values of our beautiful indigenous culture right here in Australia. I really enjoy learning about the ways of the traditional custodians of the land and Aboriginal ancestry as it is one of the oldest living cultures in the world. I find that by celebrating Aboriginal heritage it keeps it alive in Australian societies. I am so appreciative that GGS cares and enlightens it’s students about traditional Australian history. Genevieve Whitford (Yr10 He)
I started at Geelong Grammar School in Year 7, with little idea of the school and what it would be like, I knew it was one of the most prestigious Schools in Australia, and for this opportunity I was excited. When I arrived, I was overwhelmed by the size of the campus and the amount of opportunities and experiences available. It didn’t take long to fit in, the community was very welcoming. I knew I made the right decision coming here as I fully engaged myself in all the school offered and made lifelong friends. GGS has allowed me to do things that I never dreamt of doing back home and I am extremely grateful for this. I have been given the opportunity to grow skills and attributes that will aid me in the future, like my confidence in performing and public speaking. I have grown to love the culture and support that allows you to thrive at GGS. Zoe Walters (Yr12 Ga) Anmatyerre
BELOW: Zoe Walters (Yr12 F) together with Sophie Butcher (Yr11 A), Chicago 2019 BOTTOM RIGHT: Corrina Eccles, Wadawurrung traditional owner
RESPONSIBILITY
WHO RESPONSIBLE
Strengthen relationships with our Aboriginal and Torres Strait Islander students and their families
• • • • •
School staff to visit student families and their community Schedule visits within the school year Contact families to organise invitation Employment of campus Indigenous Coordinators Offer wellbeing support to students and families
• Vice Principal - Culture and Community • Indigenous Education Officer • Head of Timbertop Campus
2020-2022 ongoing
Continue to build relationships in local communities
• • • • •
Continue to build relationships with Traditional Owner groups and ensure clear consultation. Build relationships with Aboriginal community groups and extend invitations to events at all campuses GGS staff to be a visible presence at Aboriginal and Torres Strait Islander events and organisations Organise initial contact to make stronger links with community leaders Yearly calendar of significant Aboriginal and Torres Strait Islander days to be uploaded on staff portal
• Vice Principal - Culture and Community • Indigenous Education Officer • Indigenous Consultant
2020-2022 ongoing
Work toward developing a culturally responsive school
• Welcome to Country to begin school year at all campuses • Acknowledgement of country at meetings and assemblies on all campuses • Aboriginal and Torres Strait Islander flags on all campuses
• Vice Principal - Culture and Community • Heads of Campus • Indigenous Education Coordinators
December 2020
• Acknowledgement plaques recognising Traditional Owners on all campuses • Indigenous gardens – bush medicine and bush food • Incorporate local language and place names for naming of meeting rooms Developing a Whole School understanding of the social and cultural issues from the past which have an impact on our present
• Aboriginal and Torres Strait Islander booklet/module included in induction for new staff to the School
Ensure that Aboriginal and Torres Strait Islander perspectives are included across all year levels in all curriculum areas
• Update scope and sequence for all campuses
• Cross cultural awareness for all staff - ensure cultural awareness amongst staff is ongoing so that they can learn it, live it, teach it • Allocate one day per campus for local Aboriginal and Torres Strait Islander history and culture day
• • • • •
Aboriginal and Torres Strait Islander history – understanding issues and stories Embedding of an indigenous perspective / lens in curriculum development Ensure appropriate texts and materials are included in the curriculum Establish regular opportunities for collaboration for GGS Indigenous coordinators Build relationships and share good practice with other local schools
TIMELINE
December 2021
• • • •
Vice Principal - Culture and Community Indigenous Consultant Heads of Campus Indigenous Campus Co-ordinators
December 2020
Commence January 2021— ongoing • • • • • • • •
Vice Principal -Culture and Community Vice Principal - Global Learning and Innovations Indigenous Education Coordinators Indigenous Consultant Director of Learning Heads of Campus Heads of Faculty/Department All teaching staff
December 2020
2020-2022 ongoing
OUR COMMITMENT 2020 —2022
ACTION
Surname
Home Community
Elija
Weston
Broken Hill
Roddy-Anne
Joshua McCarthy
Arielle
2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020
GRADUATE STORIES
Given name
10
11
Minyerri
8
9
Canberra
7
8
9
10
11
Vocale
Kyabram
8
9
10
11
12
Rory
Vocale
Kyabram
9
10
11
12
Sam
Weston
Broken Hill
7
8
9
10
Winmar-Briggs
Minyerri
8
Wunta
Minyerri
8
Dean
Blunden
Katherine
9
Renee
Blunden
Katherine
8
No
Phillecia
Daylight
Minyerri
8
No
Rebecca
Dennis
Minyerri
7
Swanson
Minyerri
8
9
Jedd
Vocale
Kyabram
7
8
9
10
11
12
Yes 2014
Tiah
Vocale
Kyabram
7
8
9
10
11
12
Yes 2014
Billy
White
Morwell
7
No
Jamie
White
Morwell
7
No
Douglas
Wunta
Minyerri
7
Robyn
Bedford
Fitzroy
7
8
9
10
11
Mendella
Bedford
Fitzroy
8
9
10
11
12
Emma
Rogers
Derby
8
9
10
11
Caleb
Weston
Broken Hill
7
8
9
10
11
12
Yes 2015
Tarrena
Buckle
Derby
8
9
10
11
12
Yes 2015
Shanni
Flemming
Broome
8
9
10
Jodene
Garstone
Kununurra
7
8
9
10
11
Malika
Kirby
Bairnsdale
7
8
9
Casey
Taylor
Jarlmadangah
8
9
10
11
John
Baxter
Bairnsdale
7
8
9
10
11
12
Yes 2017
Bedford-McGinty
Halls Creek
7
8
9
10
11
12
Yes 2017
Hood
Lakes Entrance
8
9
10
11
12
Lewis-Jackson
Geelong
7
8
9
10
Bailey
Maloney
Geelong
7
8
Jayde
Marshall
Bidyadanga
8
9
10
11
12
Lakeycha
Farnham
Bairnsdale
7
8
9
10
11
12
Yes 2018
Tex
Garstone
Kununurra
7
8
9
10
11
12
Yes 2018
Marcus
Paterson
Kakadu
7
8
9
10
11
12
Yes 2018
Koby
Sellings
Lakes Entrance
7
8
9
10
11
12
Yes 2018
Kowirra
Thorpe
Lakes Entrance
8
9
Klaudia
Farnham
Bairnsdale
7
8
9
10
11
12
Yes 2019
Eliblake
Gillon
Warrnambool
7
8
9
10
11
12
Yes 2019
Declan
Harry
Bairnsdale
7
8
9
10
11
12
Yes 2019
Palmer
Derby
7
8
9
10
11
12
Yes 2019
Taylor
Jarlmadangah
8
Salasei
Kira-Anne Kathy-Ann
Samuel
Summah Tanaya Jorja
Zanna-Lee Louise
9
12
Completed Yr 12 Yes 2010 No
12
Yes 2013
29
THERE ARE INDIGENOUS STUDENTS AT GGS IN 2020
Yes 2012 Yes 2011
11
12
Yes 2013 No
9
No 10
11
12
Yes 2012
No No
80 STUDENTS HAVE OR ARE STILL STUDYING AT GGS
No 12
Yes 2015 Yes 2014 No
No 12
Yes 2016 No No
Yes 2016 No No Yes 2016
No
No
71% OF THOSE STUDENTS HAVE SUCCESSFULLY COMPLETED YEAR 12 OR ARE STILL STUDYING AT GGS
Surname
Home Community
2015 2016 2017 2018 2019 2020
Given name
Completed Yr 12
Aidan
Finn
Bairnsdale
7
8
9
10
11
12
Darcy
Palmer
Derby
7
8
9
10
11
12
Jaycee
Sellings
Lakes Entrance
7
8
9
10
11
12
Molly
Christensen
Lara Vic
7
8
9
10
11
12
Olivia
Christensen
Lara Vic
7
8
9
10
11
12
Walters
Alice Springs
7
8
9
10
11
12
Brodie
Yapeen Vic
8
9
10
11
12
Christian
Davis
Corio Vic
10
11
12
Yes 2017
Tarryn
Love
Teesdale Vic
10
11
12
Yes 2017
Max
Moran
Point Piper
9
No
Kris
Dixon
Westminster WA
9
No
Aaliyah
Blackaby
Alexandra Vic
7
8
9
Amber
Harrison
Lakes Entrance
7
8
9
Deklan
King
Bairnsdale
7
8
9
Zoe Murray
Coco
Jeffries
Iris
Jeffries
Jasmaine
Yes 2019
10
11
10
11
No 11 11
Saunders-Baxter
Bairnsdale
Clay
Schafer
Northern Territory
6
7
8
9
Troy
Brown
Bairnsdale
7
8
9
10
McNamara
Edge Hill
7
8
9
10
Peris
Berrimah
7
8
9
10
See
Moulden
7
8
9
10
Handy
Swan Hill
9
10
11
12
Dowd
Tasmania
7
8
9
King
Wiseleigh
7
8
9
Mercer
Redan
7
8
9
Bonnie
Mumford
St George
7
8
9
Dakota
Paterson
Northern Territory
7
8
Jimmy
Wright
Derby
7
8
9
Kimmy
Wright
Derby
7
8
9
Faith
Abbott
Northern Territory
7
Marcus
Pigram
Broome
7
8
See
Northern Territory
7
8
Miranda
Shields
Northern Territory
7
8
Rohan
Cooper
Bairnsdale
7
Chloe
King
Bairnsdale
7
Carter
Bairnsdale
7
Marlley Cassandra Tahlia Sunil Mikayla Xyz Scarlett
Yarron
Milli
Attrition
Completed Year 12
7
KOBY SELLINGS
JODENE GARSTONE
SALASEI MCCARTHY
Class of 2018
Class of 2016
Class of 2013
Koby (P’18) is working fulltime at Lakes Entrance Primary School as an Indigenous mentor. Koby is commencing a Bachelor of Psychology at the University of Woolongong in 2020.
Jodene (EM’16) is studying a Bachelor of Arts (Political Science) majoring in Human Security: Conflict, Displacement & Peace Building and International Security Studies at Australian National University (ANU), graduating in 2020. She has applied to study Postgraduate Law
Salasei (EM’13) is a public servant working in the Australian Department of Health where she is looking to move into the Indigenous Health Division so she can be more active in Indigenous health policy to work towards closing the gap.
LAKEYCHA FARNHAM-MOORE
RORY VOCALE
ELIJAH WESTON
Class of 2018
Class of 2011
Class of 2011
Lakeycha (EM’18) is studying a Bachelor of Arts (extended) at the University of Melbourne. She has also joined the Yalari Alumni Program as a volunteer.
Rory (M’11) earned a Bachelor of Physiotherapy from the Australian Catholic University. He is currently employed at St George’s Health Service (St Vincent’s Hospital) as a cardiorespiratory student
Elijah (Cu’11) completed a Bachelor of Commerce (Corporate Finance and Business) at the University of Canberra and is currently working in the finance industry.
Gunai Kurnai
No
No
No
Still attending
Gunai Kurnai
Jaru, Bard Nimanburu
Gunai
Kuku Yalunji, Meriam
Bakantji, Meriam
15
OGG TESTIMONIALS
My name is Mendella Bedford and I am a proud Bunuba woman from Fitzroy Crossing. I was fortunate enough to attend Geelong Grammar School, on a Yalari scholarship that commenced in 2010, starting in Year 8 and graduating in 2014. My five years at Geelong Grammar School taught me a lot about myself. During these years I was able to become independent and resilient; as I coped from being away from home and family, patient and grateful for what I had and the friendships I made. My experience was challenging at times but has allowed me to be optimistic and persevere. It gave me hope that I was able to achieve more than I ever thought I could and opened my eyes to there being a bigger world outside of my own that is full of opportunities. Attending GGS and having a Yalari scholarship meant that I was able to do and experience what others before me could not. Della Bedford (Cl’14), Fitzroy Crossing, Bunuba, Kija
The diverse backgrounds of staff and students at Geelong Grammar School in my opinion was great. I’ve discovered that I’m not someone that likes to stand out in a crowd, and so being in a community where my Aboriginal heritage made me blend in was comforting. I’ve always been proud of my culture and am continuing to learn more about it as I traverse through life. My advice to Aboriginal and Torres Strait Islander students is to embrace culture at your own pace because it’s hard enough to balance learning about culture on top of study commitments. Don’t let anyone make you feel pressured about who you are because historically we were denied access to our own and it’s not our fault if there are gaps in our knowledge. We can pick these pieces up as we go through life at our own pace. I’m currently working for Westernport Water in the next bay over from GGS and currently working on an exciting project to incorporate Aboriginal values into the way we manage one of our waterways. Sam Weston (Cu’13), Broken Hill Bakantji, Meriam
My GGS education MEANT A LOT TO ME AND I AM FOREVER GRATEFUL THAT I MADE THE BIG MOVE. NEVER DID I EXPECT TO ATTEND SUCH A
PRESTIGIOUS SCHOOL AND BEING A LOCAL Lara boy,
IT WAS GREAT TO GO TO SCHOOL FIVE MINUTES DOWN THE ROAD. I engaged in subjects that I never imagined I would, and no doubt THESE HAVE SCULPTED MY PASSIONS in life. Aaron Christensen (Fr’13), Lara Miyartiwi, Anmatjere
As an international student, I especially value the efforts that GGS is making to improve connections and inclusion of Aboriginal and Torres Strait Islanders because this extends to how we, as international students, are included as well. NAIDOC week is particularly special because it allows us to have a glimpse into these special cultures and indigenous experiences. The values of culture and heritage are very important to me and the efforts made by GGS to continue to build these relationships and connect with these cultures are very much appreciated. Cynthia Lo (Yr12 He)
I started my journey at Geelong Grammar School in Year 7. I had a bit of an idea about what it would be like because I had older cousins and my older brother at GGS already so in a way, I felt like I had an advantage. So, when I arrived, I noticed that the tips and tricks I had been told didn’t all work. I soon realised that my journey was going to be different from everyone else who attended GGS and I think that is what’s so great, I had to learn how to live with 50 girls. And navigate my way around the School. What made me realise that I made the right decision was all the support I got from the community and all of the different opportunities. It has taught me life skills such as persistence and to jump at any and every opportunity that comes my way. Jaycee Sellings (Yr12 Ga) Gunai Kurnai
TOP LEFT: Sam Weston (Cu’13) LEFT: Sandra Brogden, GGS Indigenous Consultant (Noongar, Karajarri, Bard) with students at Bostock House TOP RIGHT: Matilda da Silva (Yr1) and Alexander Sabau (Yr1) present Chinnup, Season of Cockatoos collages as part of Reconcilliation Week, Bostock House, 2020 FAR RIGHT: Murrundindi, Wurundjeri Elder at a cultural education visit at Toorak Campus, 2018
WHAT HAVE WE ACHIEVED?
”
I just wanted to write you a note to say thank you for once again organising such a beautiful Reconciliation Assembly, one of my favourite Toorak Campus annual events.
hear OUR community TO
as one TODAY WAS SO MOVING.
SINGING ALONG
As an American, the assembly is an especially lovely demonstration of our adopted country’s acknowledgement of its history and celebration of its present-day diversity and inclusivity.
”
Carrie Clanton Current Parent
LEFT: Annie Zhang (Yr7 Ot) in a possum skin cloak and Alice DeBoer (Yr1 MC), Reconciliation week Assembly, Toorak Campus 2019
AN ACKNOWLEDGMENT TO YALARI Meaningful partnerships are all about collaboration, a desire to understand the other, mutual respect, the coming together of values, of purpose and, above all else, a genuine belief that the combined efforts of both partners will result in a better future. I believe Geelong Grammar School’s partnership with Yalari has undoubtedly been meaningful, purposeful, educative and deeply profound. Our partnership with Yalari started back in 2006. Strong foundations were established to support Geelong Grammar School’s Indigenous Programme. Open and honest discussions with Waverley Stanley, Yalari’s founder, paved the way for the first Yalari students to become part of our community. Since their arrival we have been enriched by our interactions with these Indigenous students and their families.
We have opened our minds and hearts to the
ORIGINAL CUSTODIANS of this
MAGNIFICENT
ancient LAND.
I have stated on many occasions, that our Indigenous Programme is for every member of this community, not just those with an Indigenous heritage. Yalari’s vision continues to shine, it remains a beacon of hope. Waverley once wrote that his dream was to give Indigenous students a “…first class education in a supportive school environment”. He wanted these children to “… experience new areas of personal, social and cultural growth and the chance to shape the lives for themselves and for the betterment of their communities and the Indigenous people of Australia”. Geelong Grammar School’s community, through its Indigenous Programme, has become more inclusive, more accepting and more culturally aware. Our partnership with Yalari is built on respect and a strong desire to make a positive difference to the lives of our youth. We recognise the power of education; its potential to bring about positive change. We also recognise that there is much to do to ‘close the gap’, yet we live in hope that our partnership will lead to a more caring, compassionate, equitable and vibrant future for Australia. Charlie Scudamore Vice Principal – Culture and Community
LEFT: (Back row) Klaudia Farnham (EM’19), Aiden Finn (Yr12 FB), Mary-Anne Lewis (Indigenous Education Coordinator), Scarlett Mercer (Yr9 TT), Waverley Stanley (CEO -Yalari), Layla Dowd (Yr9 TT), Aaliyah Blackaby-Rose (Yr11 Cl), Jaycee Sellings (Yr12 Ga), Zanna Palmer (Ga‘19), Darcy Palmer (Yr12 FB) (Front Row) Xyz King (Yr9 TT) Charlie Scudamore (Vice Principal– Community and Culture), Marcus Pigram (Yr8 Bb), Miranda Shields (Yr8 Cn), Bonnie Mumford (Yr9 TT) and Kimmy Wright (Yr9 TT)
19
MANY VOICES, ONE COMMUNITY In 2019, as part of our GGS Indigenous Festival, Ngarramillingal–“celebrate together”, and the International Year of Indigenous Languages, information was displayed at the School linking students and community members to country.
GURNUNG
yanggai
Turrak gunuwarra dhagurn Warrambat MARRAM Gombruk Gudi Gaabut buk biik BADJII BALLERT barrbon-neen booboop
DJILANG Karringalabil Ngarrimili