Narragunnawali Reconciliation in Education
2021/22
RECONCILIATION ACTION PLAN
page 2
CONTENTS Vision for Reconciliation
4
Haileybury Overview
5
Messages
6–7
RAP Working Group
8
Narragunnawali
9
Photo Album
10–11
RAP Actions
12
• Relationships
13
• Respect
16
• Opportunities
18
Stars
21
Clontarf
22
Our Artists
23
Our Communities
27
This document has been adapted from Haileybury Rendall School’s Reconciliation Action Plan, developed through Reconciliation Australia’s Narragunnawali: Reconciliation in Education Program. Reconciliation Action Plan | page 3
VISION FOR RECONCILIATION Our School sits on Larrakia Land, and our aim for our reconciliation journey is to celebrate the diverse identities and cultural heritage of staff and students who have come to our School from over 30 different communities across Australia. We envision the reconciliation journey to be one where diversity is valued and self-determination is promoted and supported. We aim to meaningfully embed practices and strategies which fully value the cultures of Aboriginal and Torres Strait Islander peoples; to respectfully acknowledge and identify social inequities ; and to celebrate success, in order to foster a welcoming environment. Through a journey of reconciliation, we will create a culturally safe and respectful world class school.
ACKNOWLEDGEMENT OF COUNTRY The community of Haileybury Rendall School acknowledges and pays respect to the traditional custodians of the land on which it is based, the Larrakia People, and pays respect to the Elders – past, present and future.
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HAILEYBURY Haileybury opened its doors in 1892 with five staff and 17 students. In its over 125 years of history the School has changed dramatically to become one of the leading private schools in Australia. What started as a small school has developed into a large global school network with campuses in Keysborough, Brighton, Berwick, Melbourne (City) and Beijing (China). Of course, we now have also opened a new Haileybury School in Darwin. Haileybury was named Australian School of the Year at the 2018 Australian Education Awards and ranked as the number one primary school for boys and girls in Victoria and the number two secondary school based on national academic testing results. We believe that graduating students should have strong core academic skills, a broad analytical thinking ability and be capable of operating in a rapidly changing world. Haileybury offers a wide range of international engagement opportunities for students from Melbourne including spending time at the Haileybury International School, Tianjin (China) or visiting partner schools in Timor Leste, The Philippines, Japan, France, the UK and the US. Our academic programs are enhanced by Haileybury’s commitment to a strong social education program that includes fulfilling potential, supporting individual resilience and the development of personal character values. Haileybury is one of the most entrepreneurial and enterprising schools in Australia. The development of Melbourne’s first vertical school, extensive operations in China and the opening of Haileybury Rendall School Darwin are all examples of this. To be a Haileybury student is to be immersed in an enterprising institution.
HAILEYBURY RENDALL SCHOOL Beginning in 2018, we pride ourselves in drawing on Haileybury’s past successes as we establish our own vision for the future. Our strong ties provide many opportunities for the community to join a broad range of activities. Developing and maintaining a strong academic culture at Haileybury Rendall School is of critical importance. This includes the highly successful Explicit Instruction model of teaching in the primary years and culminates with VCAL, VET and the VCE in the senior years. Student wellbeing and happiness is an intertwined focus and ‘every student matters every day’ is a guiding principle that we live in all that we do. Haileybury Rendall School’s program is also enhanced by a strong commitment to develop in our students the life skills that are essential for living and working successfully as adults. Our School inherits a proud history of Aboriginal boarding over many years which continues to be a high priority as we hope to grow our students’ academic achievements. Our academic and pastoral programs feature skills such as resilience, creativity, communication, collaboration and critical thinking. We expect all our students to leave School excited by, and prepared for, the challenges that lie ahead.
Reconciliation Action Plan | page 5
MESSAGES Haileybury Rendall School sits on Larrakia Country. We respect and pay due courtesy to the Traditional Owners of this land, and respect the wisdom held by Larrakia Elders. We thank the Larrakia people for their ongoing relationship with Haileybury Rendall School and their support of our Reconciliation Action Plan. We look forward to deepening this relationship with the passing of time. Our Aboriginal students are the carriers of an ancient knowledge which has been passed down over millennia. The Haileybury Rendall School community understands the gravity of the decision made by Aboriginal families from remote communities to send their children to our School. In this context, we aim to provide quality education, close to Country. We will deliver our Aboriginal students an education to rival that of high performing schools found in the major cities of Australia. Importantly, this will be achieved whilst helping to preserve and celebrate their rich cultural identity. As the School grows, our Reconciliation Action Plans will navigate us towards becoming a culturally competent organisation. Our previous Plan was broad and ambitious; quickly enabling our community to better understand the implications our beliefs and practices have upon Aboriginal and Torres Strait Islander people. The intention of this Reconciliation Action Plan is to build on this foundation, to become culturally sensitive; where cultural knowledge and awareness are integrated into our daily practices. We are creating a vibrant culture at Haileybury Rendall School, where cultural diversity is valued, supported and celebrated. We look forward to the learning experiences that this journey brings and welcome the support and guidance from our wider community along the way.
Mr Andrew McGregor | Principal
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MESSAGES The Vision of the Larrakia Nation Aboriginal Corporation is “Living Stronger, Living Longer”. Our Mission is “Larrakia working together caring for our land, our sea, our culture and our people.” We are delighted to see the development of this Reconciliation Action Plan. It is absolutely in keeping with our Vision of promoting strength and sustainability in our community, and the process for compiling and introducing the plan demonstrates the commitment of all the stakeholders to working together to achieve great outcomes for the young people of the Haileybury Rendall School community. On behalf of the Larrakia People I commend this plan to you and urge all stakeholders to collaborate in delivering positive outcomes for our young people. Richard Fejo | Chairman Larrakia Nation Aboriginal Corporation
Artwork by Hafleg
Reconciliation Action Plan | page 7
OUR RECONCILIATION ACTION PLAN WORKING GROUP The Haileybury Rendall School Reconciliation Action Plan Working Group has been in operation since 2019. It is a group comprised of a broad mix of people. Staff represent all areas of our School; the Boarding School, the Early Learning Centre, our Junior School, Middle and Senior School. Symbolic of its importance to the school community, two members from our Executive Team as well as the Principal and the Deputy Principal are part of the Group. Cultural guidance is being provided by a variety of people in the Group:
Community Members » Larrakia Elder – Bilawarra Lee and cross-cultural advisor and Jingili man – Jason Elsegood.
Staff Members » Nykinya and Yaruwu woman and Junior School Teacher – Jye Strugnell
Students » Arrente Woman, Shereece King and Yanyula and Garrwa man, Rahiri Bedgood Our Reconciliation Plan is extensive. We hope it will facilitate an improved awareness and understanding of the cultures and important issues of Aboriginal and Torres Strait Islander people, and thus inform our planning and decision making now and into the future. It is a core aspect of our journey towards Cultural Competency at an organisational level.
Working Group 2021
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Andrew McGregor
Principal
Bilawara Lee
Community Member & Advisor, Larrakia Elder
Jason Elsegood
Community Member & Advisor, Jingili Man
Felicity Pearson
Deputy Principal
Ian Smith
Executive Member Head of Aboriginal Community Relations
Jye Strugnell
Staff Representative Middle School, Nykinya and Yaruwu Woman
Michelle Shaw
Head of Early Learning Centre
Anne McMaster
Head of Visual Arts
Allison Harding
Staff Representative, Early Learning Centre
Nikita McInnes
Staff Representative, Junior School
Shane Excell
Staff Representative, Junior School
Janeanne Lee
Staff Representative, Secondary School
Sayle Johnston
Staff Representative, Secondary School
Sophie Forsterling
Staff Representative, Secondary School
Ashleigh Roccisano
Staff Representative, Secondary School
Brooke O’Malley-Wittwer
Staff Representative , Whole of School
Shereece King
Student Representative, Arrente Woman
Rahiri Bedgood
Student Representative, Yanyula and Garrwa Man
Narragunnawali RECONCILIATION IN EDUCATION Reconciliation Australia’s Narragunnawali program supports all schools and early learning services in Australia to foster a higher level of knowledge and pride in Aboriginal and Torres Strait Islander histories, cultures and contributions. Narragunnawali (pronounced narra-gunna-wally) is a word from the language of the Ngunnawal people that means alive, wellbeing, coming together and peace. Narragunnawali’s online platform is free to access and provides practical ways in which to introduce meaningful reconciliation initiatives in the classroom, around the school and within the community.
Reconciliation Action Plans A Reconciliation Action Plan (RAP) is a formal statement of commitment to promoting reconciliation between the wider Australian community and Aboriginal and Torres Strait Islander peoples. A RAP demostrates to the community that a school or early learning centre service is forward thinking about reconciliation and committed to making positive change. Narragunnawali provides an online tool to guide teachers, educators and community members through the development and implementation of a RAP. The process is flexible and can be tailored to meet the needs of the school or early learning service, and the local community. Source: Reconciliation.org.au/narragunnawali
Reconciliation Action Plan | page 9
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Reconciliation Action Plan | page 11
RAP ACTIONS RELATIONSHIPS
RESPECT
OPPORTUNITIES
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RAP ACTIONS Relationships in the Classroom Action
Aboriginal and Torres Strait Islander People in the Classroom
Commitment
We are committed to welcoming Aboriginal and Torres Strait Islander people into our classrooms as guests to work alongside our students and children in learning activities. Having an Aboriginal and Torres Strait Islander presence in learning environments is vital when teaching about Aboriginal and Torres Strait Islander histories and cultures.
Goal
We will welcome Aboriginal and Torres Strait Islander people into our School to provide authentic learning experiences.
Assigned to
Shane Excell
Action
Early Years Learning Framework – Early Learning Specific
Commitment
We commit to seeking out meaningful connections between our vision and plans for reconciliation and the principles, practices and outcomes of the Early Years Learning Framework. Establishing a strong relationship between the two will ensure reconciliation is meaningfully embedded in everyday early learning environments.
Goal
We will continue to broaden the connection between our vision for reconciliation and the Early Years Framework.
Assigned to
Allison Harding, Michelle Shaw
Reconciliation Action Plan | page 13
RAP ACTIONS Relationships around the School
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Action
Elders and Traditional Owners Share Histories and Cultures
Commitment
We are committed to forging a meaningful and ongoing relationship with local Aboriginal and Torres Strait Islander Elders, and people recognised in their community as Traditional Owners. We hope this relationship can be of mutual benefit, and that our local Elders and Traditional Owners will feel safe and confident to share their historical and cultural knowledge with our staff, students and children.
Goal
To deepen our relationship with the Larrakia and other Traditional Owners, by providing opportunities to work with staff and students.
Assigned to
Ian Smith, Shane Excell, Nikita McInnes
Action
Cultural Competence for Staff
Commitment
We will reflect on our current level of cultural competence and provide staff with a range of opportunities to build and extend their knowledge and understanding of Aboriginal and Torres Strait Islander cultures. We also commit to supporting staff to independently seek out and participate in a variety of cultural awareness experiences that assist them on their own journey of understanding.
Goal
To deepen the level of knowledge and understanding of Aboriginal and Torres Strait Islander cultures by enacting our Cultural Awareness Program.
Assigned to
Ian Smith, Felicity Pearson
Action
Reconciliation Projects
Commitment
Our School will collaborate on projects that visibly and authentically embed Aboriginal and Torres Strait Islander histories and cultures in learning programs and the physical environment. Through this culture of collaboration across the school and with the community, we commit to creating an environment where young people, staff and community members acknowledge, respect and experience connection to the Aboriginal and Torres Strait Islander people.
Goal
To deepen the level of trust, respect and positive relationships between our School community and Aboriginal and Torres Strait Islander people.
Assigned to
Ian Smith, Jye Strugnell, Anne McMaster
RAP ACTIONS Action
Welcome to Country
Commitment
Where appropriate, significant events at our School commence with a Welcome to Country. Protocols for welcoming visitors to Country have been a part of Aboriginal and Torres Strait Islander cultures for thousands of years. By incorporating these protocols into formal events and important occasions, we recognise Aboriginal and Torres Strait Islander peoples as the First Australians and Custodians of their Land.
Goal
We will pay our ongoing respect to the Larrakia through appropriate Welcome to Country ceremonies.
Assigned to
Ian Smith
Action
Celebrate National Reconciliation Week
Commitment
Our School community celebrates National Reconciliation Week (NRW) which is held from 27 May to 3 June each year by talking about reconciliation in the classroom and around the School, and celebrating our diverse community. National Reconciliation Week is a time for all Australians to learn about our shared histories, cultures and achievements and to explore how each of us can join the national reconciliation effort.
Goal
The Haileybury Rendall School community will understand and celebrate National Reconciliation Week through a range of ageappropriate activities through academic and extra curricular activities.
Assigned to
Ian Smith, Jye Strugnell, Michelle Shaw, Anne McMaster
Action
Build Relationships with Community
Commitment
We commit to building relationships with our local Aboriginal and Torres Strait Islander communities that are built on mutual respect, trust and inclusiveness. We value these relationships and their role in helping to create opportunities for Aboriginal and Torres Strait Islander and nonIndigenous staff, students, children and community members.
Goal
We will continue to assist staff to foster and deepen relationships with Aboriginal and Torres Strait Islander communities.
Assigned to
Ian Smith
Reconciliation Action Plan | page 15
RAP ACTIONS Respect in the Classroom Action
Teach about Reconciliation
Commitment
Our School community is committed to deepening our understanding of reconciliation in Australia. Having an understanding of the concept, history and progress of reconciliation is an important part of continuing the reconciliation journey. This understanding also helps to strengthen engagement with our School’s Reconciliation Action Plan by positioning it within the broader story of reconciliation in Australia.
Goal
We will continue to improve our School community’s understanding of the importance of reconciliation throughout Australia.
Assigned to
Ian Smith, Jye Strugnell, Allison Harding, Janeanne Lee, Shane Excell, Nikita McInnes
Action
Explore Current Affairs and Issues
Commitment
We are committed to raising awareness of current affairs and issues in the public domain that are of particular significance to Aboriginal and Torres Strait Islander peoples and the process of reconciliation. This will be integrated into the ethos of our School through curriculum delivery and appropriate policies and procedures.
Goal
Current affairs and issues that are discussed in the news and social media will be eplored by students in collaboration with guest speakers.
Assigned to
Jye Strugnell, Shane Excell, Nikita McInnes
Respect in the School
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Action
Acknowledgement of Country
Commitment
Our School recognises the continuing connection of Aboriginal and Torres Strait Islander people to the Country on which we live, work, learn and grow. All staff and students have the opportunity to show respect to Traditional Owners and Custodians by regularly conducting an Acknowledgement of Country at meetings and events throughout the year.
Goal
We will pay our ongoing respect to the Larrakia through an Acknowledgement of Country at appropriate meetings and assemblies.
Assigned to
Ian Smith
RAP ACTIONS Respect with the Community Action
Celebrate Days of National Significance
Commitment
We commit to organising and participating in events to celebrate or commemorate days or weeks of national significance for Aboriginal and Torres Strait Islander people and the reconciliation movement to show our pride in, and respect for, Aboriginal and Torres Strait Islander histories, cultures and contributions. We also commit to including Aboriginal and Torres Strait Islander perspectives when we commemorate other national days, such as January 26 (Australia Day) and Anzac Day.
Goal
We will commemorate days of significance for Aboriginal and Torres Strait Islander people.
Assigned to
Ian Smith
Action
Aboriginal and Torres Strait Islander Flags
Commitment
Our School flies or displays the Aboriginal and Torres Strait Islander flags as a demonstration of our pride and respect for the histories, cultures and contributions of Australia’s First Peoples. Flying or displaying the flags promotes a sense of community partnership and a commitment toward reconciliation.
Goal
We will continue to display our respect for Aboriginal and Torres Strait Islander cultures by proudly flying these flags in prominent places around the school.
Assigned to
Ian Smith
Action
Take Action Against Racism
Commitment
Racism can have serious negative consequences for the people who experience it, for those who witness it, and for wider society. When racism is properly understood it is easier to overcome. We commit to building awareness of what racism is, the impacts of racism and how to respond effectively when it occurs, through an anti-racism strategy tailored to the needs of our School.
Goal
We will improve the level of understanding of racism and its harmful effects throughout the School community.
Assigned to
Ian Smith, Shane Excell, Nikita McInnes
Reconciliation Action Plan | page 17
RAP ACTIONS Opportunities in the Classroom Action
Embed Cross-curriculum Priority - School Specific
Commitment
All staff from across the School are supported to understand and embed the Australian Curriculum Crosscurriculum priority Aboriginal and Torres Strait Islander Histories and Cultures in the curriculum. The Cross curriculum priority is considered in the development of units, lesson plans and resources in all learning areas and across all year levels.
Goal
We will establish ways of integrating the cross-curriculum priority of Aboriginal and Torres Strait Islander histories and cultures in our Years 1–10 curriculum framework.
Assigned to
Ian Smith, Jye Strugnell, Allison Harding, Janeanne Lee, Shane Excell, Nikita McInnes
Action
Curriculum Planning
Commitment
Embedding Aboriginal and Torres Strait Islander histories and cultures in curriculum planning, development and evaluation processes is a key and ongoing consideration across all year levels and learning areas. Curriculum documents have been or will be audited to identify the extent to which Aboriginal and Torres Strait Islander histories, cultures and contributions are already embedded, and to identify opportunities for strengthening the representation of this content in the curriculum.
Goal
We will establish ways of integrating Aboriginal and Torres Strait Islander Histories and Cultures in our Years 1–10 curriculum framework.
Assigned to
Ian Smith, Jye Strugnell, Allison Harding, Janeanne Lee, Shane Excell
Opportunities around the School
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Action
Inclusive Policies
Commitment
All staff in our School are aware of policies that refer specifically to improving educational outcomes for Aboriginal and Torres Strait Islander people and increasing knowledge of, and respect for, Aboriginal and Torres Strait Islander histories and cultures in Australia. We have a plan in place to ensure that all staff comply with these policies in their daily practice. Our internal policies have been, or will be, amended to ensure they are also inclusive of Aboriginal and Torres Strait Islander peoples and increase knowledge of Aboriginal and Torres Strait Islander histories and cultures in Australia.
Goal
Our policies will be inclusive of Aboriginal and Torres Strait Islander peoples, and help shape an understanding of their histories and cultures.
Assigned to
Ian Smith, Janeanne Lee, Felicity Pearson
Opportunities around the School cont. Action
Staff Engagement with RAP
Commitment
Commitment to the Reconciliation Action Plan (RAP) from all staff is essential for developing a RAP that is implemented in a meaningful and sustainable way. All staff will be involved in the ongoing development and implementation of our RAP through staff development opportunities facilitated by the RAP Working Group.
Goal
We will improve the collective understanding of our Reconciliation Action Plan and promote opportunities for staff involvement.
Assigned to
Ian Smith, Felicity Pearson, Michelle Shaw
Action
RAP Budget Allocation
Commitment
We have set aside dedicated funds from within our budget to procure relevant goods and services that strengthen the sustainability of our RAP Actions. Staff are aware that it is important to consider remuneration for people who have been involved in RAP initiatives out of respect for the time and resources that they have contributed .
Goal
Dedicated budgets will be allocated to ensure the Actions of our Reconciliation Action Plan are met successfully.
Assigned to
Andrew McGregor
Action
National Quality Standard - Early Learning Specific
Commitment
We commit to ensuring that our engagement with the National Quality Standard involves the inclusion of Aboriginal and Torres Strait Islander histories, cultures and contributions in our daily practice and programming, as well as authentic and meaningful engagement with the local Aboriginal and Torres Strait Islander communities.
Goal
Our engagement with the Quality Standard will reflect inclusive practices in regards to Aboriginal and Torres Strait Islander histories and cultures.
Assigned to
Allison Harding, Michelle Shaw
Action
Reconciliation Awards
Commitment
We commit to creating opportunities to acknowledge students, children, staff and community members who are making an outstanding contribution to progressing reconciliation in our School.
Goal
We will acknowledge students who are making an outstanding commitment to reconciliation.
Assigned to
Shane Excell, Nikita McInnes, Janeanne Lee
Reconciliation Action Plan | page 19
RAP ACTIONS Opportunities with the Community
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Action
Employment Strategy
Commitment
We commit to the development and implementation of an Aboriginal and Torres Strait Islander Employment Strategy. This will assist in attracting Aboriginal and Torres Strait Islander candidates to vacancies, as well as supporting current Aboriginal and Torres Strait Islander employees.
Goal
We commit to the development of an Aboriginal and Torres Strait Islander Employment Strategy.
Assigned to
Ian Smith, Felicity Pearson, Michelle Shaw
Action
Celebrate RAP Progress
Commitment
We are committed to reflecting on the progress made in the growth of knowledge and pride in Aboriginal and Torres Strait Islander histories, cultures and contributions in our School. We will track the progress of our RAP, continually revisit our commitments, and celebrate our achievements, while generating new ideas to develop and sustain our RAP into the future.
Goal
We will inform our wider School community of the progress of our Reconciliation Action Plan and publicly celebrate major achievements.
Assigned to
Ian Smith
Stars Foundation has been working in partnership with Haileybury Rendall School since the doors opened in 2018, providing full-time, in-school support for Aboriginal and Torres Strait Islander girls and young women. The mission of Stars Foundation is to support and enable Aboriginal and Torres Strait Islander girls and young women to make active choices towards realising their full potential in all aspects of their development and wellbeing. Our purpose is to improve education and health outcomes for Aboriginal and Torres Strait Islander girls. The program is based around four key pillars of personal development: » » » »
Healthy Lifestyles Wellbeing Employment, Education & Training Community, Culture & Leadership.
The key to the success of the program is our full-time, on-site mentors, who provide our girls with the intensive, daily support they need to identify and achieve their goals and reach their full potential. We support both boarders and day students by offering a range of activities including sport and physical exercise, art, music and dance. Community and volunteering activities are also provided to support the girls, to build their confidence and give them opportunities for personal growth. We run a successful life skills and transitions program to prepare the girls for life after school. Our support does not end when the girls’ school journey ends. We continue with Transitions Support, helping our Stars’ graduates successfully transition to employment or further study.
Reconciliation Action Plan | page 21
The Clontarf Foundation exists to improve the education, discipline, life skills, self-esteem and employment prospects of young Aboriginal and Torres Strait Islander men and by doing so, equips them to participate more meaningfully in society. Full-time, locally based Clontarf staff mentor and counsel students on a range of behavioural and lifestyle issues while the School caters for their education needs. Any Aboriginal and Torres Strait Islander male enrolled at the School is eligible to participate in the Clontarf Academy. Through the use of supportive relationships and environment, the boys develop improved self-esteem and confidence which enables them to participate in education, employment and society in a more positive way. Our Academy activities are planned within the focus areas of education, leadership, employment, well-being, life skills and sport.
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OUR ARTISTS
Denise Andjurra Quall
Shaun Lee (Hafleg)
Larrakia
Larrakia
I am a local Larrakia artist and a decendant of the Dangalaba Gulubiringin Clan. My mother is a Larrakia woman and my father is of Filipino descent on his father’s side and his mother is from the Lake Nash area, near Alice Springs. I grew up in Parap Camp and have lived in Darwin all my life. My dreaming totems are the Dangalaba (saltwater crocodile) and Nagandji Nagandji (Sea Eagle) I am passionate about my art and this was passed down from my family. I produce works by fabric printing, lino cut printing, painting on canvas and more recently public art projects on large scale.
Mr Shaun Lee, Gwarkabah (Saltwater man), is a Larrakia, Wardaman and Karajarri contemporary freelance artist born and raised in Darwin, Northern Territory. Shaun started painting as a young boy, learning from his large artistic family that includes his mother Danella Lee and his sister Mim Cole. Known by his artist name, Hafleg, Shaun specialises in murals and logos using traditional and contemporary designs.
The Cover artwork is titled Goondermarramarr – a place of healing and wellbeing.
Reconciliation Action Plan | page 23
Cerelina Dempsey
Ariana Payne
Ubirr
Kakadu
My grandparents’ country and some of my country is around Ubirr in the Kakadu area. These paintings I have made are about that Ubirr country. This country is mostly flat with floodplains, water all around and many billabongs. It is a good place for people to camp and so they have for a long time. There is lots of rock art in those rocky hills of Ubirr. In my painting, the green is the floodplain and the brown represents the rocky outcrops spread over that area. Ubirr’s water or rivers are white and the billabongs black
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My mother comes from Jabiru in Kakadu National Park NT and my father is from Weipa in Queensland. My totem is the green ant and comes from my mother’s side. My design has been influenced from my many visits back to country at Kakadu. I have designed the water lily because it reminds me of the wet season and the many trips I have taken to go hunting for Magpie geese and long neck turtle. Hunting is very important to our family as it reminds us of where we are from. It keeps us strong in culture.
Dianne Oscar
Savannah King
Pigeonhole
Santa Teresa
My home is at a community called Pigeonhole in the Northern Territory. My dreaming is dingo and it comes from my mother’s side. That is why I chose to paint a small dingo for my design. I chose red ochre to paint it because that is the colour of some dingos. The dogs watch over us in the communities and let us know when there are strangers in town. We also have them as pets.
I am an Arrente women from Santa Teresa, 1 hour from Alice Springs. My dreaming is Emu. My mother, Nana and Aunties are all artists and paint from their homes. They taught me how to paint circle designs when I was 12. I like to make patterns with many colourful dots and circles.
LJ Burton
Groote Eylandt I come from Groote Eylandt. My dreaming is goanna from my mother’s side. My mother and aunties are artists who make dot paintings. My mother lives in Borroloola NT.
My
I love to make stingray designs because it reminds me of home. We cook stingray over hot coals in the campfire. It tastes like shark.
Ochre Smith
Borroloola I come from Borroloola in eastern Northern Territory where my nana lives. My mother is from Warren near Dubbo in NSW. My totem is emu and my dreaming is goanna. I painted 3 circles that represents three generations. One is me, the second is my mother and the third is my grandmother. I used grey, red ochre and white colours because they remind me of earthy colours. I believe that I can communicate my culture through my art.
Athlena Forbes
Bulman-Weemol I come from Bulman-Weemol on Gulin-Gulin Country. My dreaming is Emu and my totem is Kangaroo. My painting is the sunset, when the stars begin to appear and I see the blue and black colours in the sky. When the sun goes down the colours remind me of home. Reconciliation Action Plan | page 25
EDUCATION – THE KEY TO RECONCILIATION
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Numbulwar
Corella Creek
Mutitjulu
Reconciliation Action Plan | page 27
Produced by Haileybury Rendall School 6057 Berrimah Road, Berrimah NT 0828 For more information about Haileybury Rendall School visit www.haileyburyrendall.com.au
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