Reconciliation Action Plan 2023

Reconciliation Action Plan 2022/23

Narragunnawali

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.

Artwork by Hafleg

About Us

Haileybury

Haileybury opened its doors in 1892 with five staff and 17 students. In 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 with campuses in Keysborough, Brighton, Berwick, Melbourne (City), Darwin and Beijing (China).

Haileybury was named Australian School of the Year at the 2018 Australian Education Awards and ranked by the Australian 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 USA.

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

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 a top priority. This academic focus utilises the highly successful Explicit Model of teaching in the primary years and the VCE in the senior years.

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.

Message from Haileybury Rendall School

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 Indigenous 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 Indigenous families from remote communities to send their children to our School. Our School Board is committed to providing quality education for Indigenous students and has embarked on a strategic and aspirational plan to become a Centre for Excellence in Indigenous Education. Our Reconciliation Action Plan is an important element in this journey.

As the School grows, our Reconciliation Action Plans will navigate us toward becoming more culturally competent. In this respect, certain deliverables will collectively navigate necessary change. This year will see developments in our responses to the Cross Curriculum Priority – Aboriginal and Torres Strait Islander Histories and Cultures, with our teaching

staff well supported with targeted professional development. Teaching staff will gain a greater understanding of the Intercultural Development Capability Framework, recently released by the Australian Institute for Teaching and School Leadership. Through participating in a self-reflection tool, staff will be able to determine in which stage of intercultural development they sit. This can then inform their practices and guide improvement, ultimately contributing to whole-ofschool professional growth. The Principal’s Indigenous Advisory Committee will be responsible for developing an implementation plan for our Indigenous Employment Strategy. We will implement various professional development programs for staff with positions of responsibility, to help empower them to develop specific plans for reconciliation for their teams and collectively, create positive, sweeping change around the School. Our policies and key procedures will be reviewed, to ensure they are educative and inclusive of Aboriginal and Torres Strait Islander people.

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

Message from the Larrakia Nation Aboriginal Corporation

As a leader for the Larrakia people, I believe in the importance of reconciliation and understanding, and it gives me great pleasure to endorse the latest Haileybury Rendall School Reconciliation Action Plan.

School age is the ideal time to be learning about our history and how we as a united community can work towards a future that meets the needs of all people who call Darwin their home. In my opinion all schools should have a RAP.

Meaningful and tangible actions towards reconciliation are the key to positive change, and I applaud Haileybury Rendall School on their commitment to reinforcing relationships and opportunities that build respect and understanding with Aboriginal people in the Northern Territory.

Well done on your new RAP and Larrakia Nation looks forward to an enduring relationship that offers the best possible opportunities for reconciliation in the future.

Jerome Cubillo Chairman

Message from the RAP Working Group

The idea of Reconciliation Action Plan’s (RAP) is a call to action to support Indigenous Australians related to corporate and community leadership. Reconciliation Australia has five dimensions of reconciliation:

1. Historical Acceptance

2. Race Relations

3. Equality and Equity

4. Institutional Integrity

5. Unity

Our aim at Haileybury Rendall School is to ensure we meet our measurable targets and to engage and focus on creating meaningful change through Reconciliation Australia’s dimensions. This leads to transformational leadership.

This year, we have high hopes for our RAP Group, which is structured around Governance, Leadership, Culture(s), Indigenous and non-Indigenous Staff and Students, engagement in teaching and learning and the establishment of sub-committees to track the progress of our larger goals. Over the years, some RAPs from around the country have been criticised as organisations use the program as self-promotion instead of addressing institutional power and racism. However, at Haileybury Rendall School, we plan to develop strong, twoway relationships with the group, student sub-committee, and our Aboriginal and Torres Strait Islander school communities. 2022 showed us that the number of deliverables we had had increased immensely, leading us to extend our plan to two years, 2022/2023. The RAP triangulates to other evidence of reconciliation commitments, such as the Uluru Statement from the Heart – ‘walk together to build a better future’.

Establishing a student sub-committee will allow different perspectives and storytelling, which can deepen our connections and cultural relationships amongst our students. It will allow educational opportunities on what it means to have a two-way understanding with each other on the sub-committees and RAP groups and, more importantly, the two cultures, Indigenous and non-Indigenous. To understand reconciliation, you must recognise Indigenous injustices and the effects which can still be observed today. This leads to our curriculum priorities. Over 2021 and 2022, there was an extensive audit of our curriculum to find opportunities to embed Indigenous perspectives in the classroom. From here, we have diversified by creating another sub-committee that will track the progress of embedding these experiences so students can delve into Australia’s First Nations history and view and understand different perspectives. We hope to instill strong morals and views that allow our students to advocate for positive change, which aligns with the 2023 National Reconciliation Week theme, “Be a Voice for Generations.”

Many ideas and perspectives are needed to guide a school to forge the best way forward. Our Principal’s Advisory Committee continues this year, providing a crucial Indigenous Voice to our school leadership on various issues. The RAP group is also an avenue to gain this important variation of views. Chairing the committee, we have Latisha Marranytya and Shane Excell, an Indigenous and non-Indigenous pairing, which embodies Haileybury Rendall School’s commitment to a shared story moving forward.

Latisha Marranytya and Shane Excell

Co- Chairs of the RAP Working Group

Our Reconciliation Action Plan Working Group

Our Reconciliation Action Plan Working Group continues to consist of a broad mix of people, representing all areas of the School; our Early Learning Centre, Junior School, Middle School, Senior School and our Boarding School.

This year we have Indigenous and Non-Indigenous Co-Chairs, symbolic of our desire for a well-informed, unified approach to reconciliation in Australia. Our Chairs for 2023 are Ngengi’wumirri woman, Latisha Marranytya and Shane Excell.

Symbolic of its importance to the School community, six members of the Executive Committee sit on the RAP Working Group, including the Principal, the Deputy Principal and the Director of Teaching and Learning. Our Working Group will be informed by a parent-based Community Voice sub-committee and a Student Voice sub-committee, ensuring we are well informed, from a diverse crosssection of our School community.

Our RAP Working Group continues to reflect and adapt the way in which we operate, in order to grow and improve. This year we will be using a collective leadership approach. Various members will be responsible for a set of priorities set at the end of 2022. These priorities are Communication and Engagement, Teaching and Learning, Student Voice, Community Voice, and finally, Professional Development and Growth.

We are excited to continue to help shape the culture of Haileybury Rendall School to be a culturally safe and respectful world class school.

Working Group 2023

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 Island 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 to introduce meaningful reconciliation initiatives in the classroom, around the school and with 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 demonstrates 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

RAP Actions Relationships

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.

Goal We will welcome Aboriginal and Torres Strait Islander people into our School to provide authentic learning experiences.

Assigned to Shane Excell, Felicity Pearson, Ian Smith

Action Early 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.

Goal We will continue to broaden the connection between our vision for reconciliation and the Early Years Framework.

Assigned to Allison Harding, Michelle Shaw

Action Opportunities for Aboriginal and Torres Strait Islander Students and Children

Commitment We will provide opportunities for our Aboriginal and Torres Strait Islander students to celebrate their cultural identities. We will help create shared pride for Aboriginal and Torres Strait Islander cultures, contributions, identities, and histories in the wider school community.

Goal The environments and scope of opportunities in which students are able to share their culture will be broadened.

Assigned to Constantin Gerasimon, Emily Fryer, Michelle Shaw, Ian Smith

Relationships Around the School

Action Aboriginal and Torres Strait Islander Representation on Committees

Commitment We commit to ensuring Aboriginal and Torres Strait Islander perspectives inform decision-making processes by respecting the experiences and knowledge that Aboriginal and Torres Strait Islander peoples can bring to our committees.

Goal The School will increase the opportunities for Aboriginal and Torres Strait Islander staff members and community members to be part of decisionmaking committees within the School.

Assigned to Emily Fryer, Latisha Marranytya, Andrew McGregor

Action Elders and Traditional Owners Share Histories and Cultures

Commitment We will forge ongoing relationships with our local Elders and Traditional Custodians, so that they will feel safe and confident to share their historical and cultural knowledge with our staff, students and children.

Goal We will deepen our relationship with the Larrakia and other Traditional Custodians, by providing opportunities to work with staff and students.

Assigned to Michelle Shaw, Ian Smith

Action Cultural responsiveness 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.

Goal To deepen the level of knowledge and understanding of Aboriginal and Torres Strait Islander cultures by enacting our Cultural Awareness Program.

Assigned to Alister Hadley, Ian Smith

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.

Goal We will deepen the level of trust, respect and positive relationships between our School Community and Aboriginal and Torres Strait Islander people.

Assigned to Ian Smith, Lucy Thompson

Relationships with the Community

Action Welcome to Country

Commitment Our school will commence significant events with a Welcome to Country, recognising 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 people through appropriate Welcome to Country ceremonies.

Assigned to Ian Smith

Action Celebrate National Reconciliation Week

Commitment Our school community will celebrate National Reconciliation by teaching about reconciliation in the classroom and around the school and celebrating with the community.

Goal The Haileybury Rendall School community will promote understanding and celebrate NRW through a range of age-appropriate activities through academic and extra-curricular activities.

Assigned to Ian Smith

Action Create Stakeholder List

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

Goal We will establish strong partnerships with community-led organisations to support initiatives in the School’s journey towards reconciliation.

Assigned to Ian Smith, Bonnie Hammerschmidt

Action Build Relationships with Community

Commitment We commit to building relationships with our local Aboriginal and Torres Strait Islander community that are built on mutual respect, trust and inclusiveness.

Goal We will continue to assist staff to foster and deepen relationships with Aboriginal and Torres Strait Islander communities.

Assigned to Emily Fryer, Ian Smith

Action Cultural responsiveness for students and children

Commitment We will provide children and students with explicit opportunities to build their knowledge and understanding of Aboriginal and Torres Strait Islander cultures, within and beyond the classroom.

Goal We will broaden the opportunities for students to develop their understanding of Aboriginal and Torres Strait Islander people, cultures and histories.

Assigned to Shane Excell, Bonnie Hammerschmidt, Emily Seneviratne

Action Family and Community Room

Commitment We commit to establishing a space in our school for Aboriginal and Torres Strait Islander families and community members to catch up and have a cup of tea, meet with staff, students and children, hold meetings, or get together with other community members.

Goal The Hub will be developed as a safe and inviting space that is culturally responsive.

Assigned to Felicity Pearson

RAP Actions Respect

Respect in the Classroom

Action Teach About Reconciliation

Commitment Our school community is committed to learning about reconciliation in Australia. Having an understanding of the concept, history and progress of reconciliation is an important part of continuing the reconciliation journey.

Goal We will continue to improve our School community’s understanding of the importance of reconciliation throughout Australia.

Assigned to Emily Fryer

Action Teach About Days of National Significance

Commitment We commit to incorporating nationally significant days for Aboriginal and Torres Strait Islander peoples and reconciliation into our curriculum to increase knowledge of Aboriginal and Torres Strait Islander histories, cultures, contributions and contemporary issues.

Goal The Junior School will have dedicated planning time throughout the year in order to plan learning experiences that inform students about significant dates for Aboriginal and Torres Strait Islander people.

Assigned to Shane Excell

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.

Goal Current affairs and issues that are discussed in the news, social media and out of student interest will be explored through guest speakers and in-class.

Assigned to Ian Smith

Respect Around the School

Action Acknowledgement of Country

Commitment All staff and students will have the opportunity to show respect to Traditional 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 people via an Acknowledgement of Country at appropriate meetings and assemblies.

Assigned to Shane Excell, Constantin Gerasimon, Ian Smith

Action Visibly

Demonstrate Respect for Aboriginal and Torres Strait Islander Cultures

Commitment We will make our respect visible in the learning environment through the incorporation of meaningful, relevant and culturally appropriate art, artefacts and symbolism to reinforce our work towards reconciliation.

Goal We will respect and celebrate the diversity of Aboriginal and Torres Strait Islander histories and cultures, via a variety of symbolic and visible means around the School, boarding and classrooms.

Assigned to Ian Smith

Action Care for Country

Commitment We commit to actively connecting with, and caring for, the country/place on which our School stands.

Goal We will provide opportunities for staff and students to improve their connections to and understandings of Larrakia Country.

Assigned to Ian Smith, Constantin Gerasimon

Respect with the Community

Action Celebrate Days of National Significance

Commitment We commit to organising and participating in events to celebrate or commemorate days/weeks of national significance for Aboriginal and Torres Strait Islander peoples and the reconciliation movement.

Goal We will commemorate days of significance for Aboriginal and Torres Strait Islander people.

Assigned to Emily Fryer, Ian Smith

Action

Aboriginal

and Torres Strait Islander Flags

Commitment Our school flies and 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.

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 Physical Acknowledgment of Country

Commitment Our school displays several physical Acknowledgements of Country as a way of showing awareness of, and respect for, the Aboriginal or Torres Strait Islander Traditional Custodians of the land on which our school is located.

Goal Additional permanent Acknowledgements of Country will be visible throughout the School.

Assigned to Ian Smith

Action Take Action Against Racism

Commitment We commit to building awareness of what racism is, the impacts of racism and how to respond effectively when it occurs.

Goal We will improve the level of understanding of racism and its harmful effects throughout the School community.

Assigned to Emily Fryer

RAP Actions Opportunities

Opportunities in the Classroom

Action Embed Cross-Curriculum Priority – School Specific

Commitment Academic staff from across the School are supported to understand and embed the Australian Curriculum cross-curriculum priority, Aboriginal and Torres Strait Islander histories and cultures in the curriculum.

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 Emily Fryer, Constantin Gerasimon, Dennis Nowak

Action Curriculum Planning

Commitment

Our curriculum documents 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 Dennis Nowak

Action Australian Professional Standards for Teachers – School Specific

Commitment Academic staff are supported to understand and engage with the Australian Professional Standards for Teachers, specifically Focus Area 2.4: ‘Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians’.

Goal More professional development sessions will be created for all staff to understand and respect Aboriginal and Torres Strait Islander histories and

Opportunities Around the School

Action Inclusive Policies

Commitment Our internal policies 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 people and help shape an understanding of their histories and cultures.

Assigned to Felicity Pearson

Action Staff Engagement with RAP

Commitment All staff will be involved in the ongoing development and implementation of our RAP through a more diverse range of 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 Felicity Pearson, Ian Smith

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.

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 community.

Goal Our engagement with the Quality Standard will reflect inclusive practices in regard 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 Ian Smith

Opportunities with the Community

Action Local Sites, Events and Excursions

Commitment We commit to learning more about the events of historical and cultural significance and visit appropriate sites of the Larrakia People.

Goal The number of excursions and incursions, which incorporate the learning of Larrakia histories and cultures, will be increased.

Assigned to Shane Excell, Constantin Gerasimon, Ian Smith

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 An Implementation Plan will be developed to meet the Actions of the Indigenous Employment Strategy.

Assigned to Andrew McGregor

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 Felicity Pearson

Action Aboriginal and Torres Strait Islander Languages

Commitment We commit to providing students and children with a deeper knowledge and understanding of Aboriginal and Torres Strait Islander cultures and identities by learning about Aboriginal and Torres Strait Islander languages.

Goal We will promote and celebrate the diversity of the Indigenous Languages of the Northern Territory, by providing professional development opportunities for staff and learning activities for all students.

Assigned to Felicity Pearson

Stars Foundation has been working in partnership with Haileybury Rendall School since 2018, providing fulltime, in-school mentorship for young Aboriginal and Torres Strait Islander women and supporting them to make active choices towards realising their full potential in all aspects of their development and wellbeing.

run a successful life skills and transitions program to prepare the girls for life after school and Haileybury Rendall School

The Clontarf Foundation

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

Through the use of supportive relationships and environment, the young men develop improved self-esteem and confidence which enables them to participate in education, employment and society in a

Academy activities are planned within the focus areas of education, leadership, employment, wellbeing, life skills and sport.

Duane Von Senden Kalkadoon and Mara Man Academy Director, Haileybury Rendall School

Our Artists

Denise Andjurra Quall

I am a local Larrakia artist and a descendant 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)

Title: Goondermarramarr – a place of healing and well-being.

Shaun Lee (Hafleg)

Mr Shaun Lee, Gwarkabah (Saltwater man), is a Larrakia, Wardaman and Karajarri contemporary freelance artist born and raised in Darwin, Northern Territory, Australia. 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.

I am passionate about my art and this was passed down from my family. I produce works via fabric printing, lino cut printing, painting on canvas and more recently public art projects on large scale.

Title: Home

Materials: Acrylic paint on canvas.

Date: 2022

Caitlyn Mawson

I am a Garrwa and Gudinju woman from Borrroloola which sits on Yanuwa Country. I consider myself half fresh-water and half salt-water because I belong to a fresh water clan and a salt water clan. I love painting, it helps me stay

patient and I think of all the details I should use. I used to watch my Nanna paint when I was little, and I was told I was good at dot painting.

This painting is of the sun rising over the ocean. Whenever I see the sun rising over the ocean, I am reminded of home. I feel proud when I think of the day I will return to that sun after graduating from school.

Title: My Dreaming

Tahlia Tipungwuti

My name is Tahlia Tipungwuti and I’m from Tiwi Islands. My mob is Miyartiwi (pandanus).

In the past, Tiwi Islanders have been painting designs on the poles as well as carving birds, people and poles. I am a part of the oldest living human race with the oldest culture. I love listening to stories and music from the past. The Tiwi Islands of Bathurst and Melville were created at the beginning of time during the dreaming. Before this time there was only darkness, and the earth was flat.

Rahiri Bedggood

I am from Borroloola and my mob is Garrawa Gurdanji Yangula. My nanna and my sister are also artists and they have influenced me. The artwork I have made features the snake swimming in its water hole. I enjoy painting because it is creative and very relaxing for me. I like sketching animals in large scale most of all. My artwork is about the snake - my dreaming - swimming around at his home.

Kelis Parry

I am from Daly River (Nauyiu) and my mob is Ngen’giwumirri. I paint because it is calming to me, and I like paint to animals and bushtucker. My artwork is about both turtles. I hunt long neck turtle and short neck turtle.

I love watching my grandfather painting and carving small birds. When he is painting and carving, he paints mostly with ochre rocks mixed with water onto the wooden poles. In my art I have also chosen colours like ochre, and including them on the mud crab.

Tinaysha Young

I am a Warumungu/Jingili/Mudbarra woman from Elliot. My totem is Marli Marli, the butterfly, from my mother’s side.

My mother, is the leader of our family. The image of the snake is surrounded by colours of country that I carefully mixed. I know it can be hard for young women to keep strong mental health, and painting helps me stay strong.

Title: Snake

Title: Freshwater Turtles

Hayden Wilson

I am a Tyemirri man from Peppimenarti, my totem is the Water Python which I call in my language ‘Emire’ and the moon ‘Deewin’.

I come from a long line of artists, the one who inspires me the most is my grandmother Regina Pilawuk Wilson who is well renowned for her paintings of ‘Syaw’ the fish net and ‘Wupun’ the sunmat. I could watch her paint for hours on end. I painted the magpie goose which symbolises the wetlands and swamp on my country; it is the best bird you could ever eat!

Shereece King

Title: Untitled

Materials: Acrylic paint on canvas.

Date: 2022

Athlena Forbes

Title: Untitled Materials: Acrylic paint on canvas.

Title: Ngangi Materials: Acrylic paint on canvas.

Date: 2021

I am an Arrente woman from Ltyentye Apurte on Arrente Country. My totem is Emu.

I love painting as it calms me - I feel at peace. My Mum, Aunties and Nana are all artists. The colours of this painting remind me of home. The use of dots is a traditional way of painting of my people – the Arrente.

Title: Untitled

I come from Bulman-Weemol on GulinGulin 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.

Title: Rainbow Serpent Materials: Lino Print on Paper.

Shoniqua King

I am from Kalkarindji and speak Gurindji. My dreaming is Mud Crab and my totem is Dingo.

The swirls of my print represent whirlpools on a river, made by the Rainbow Serpent. The Rainbow Serpent lives in the deep holes of the Victoria River and moves around during the Wet Season.

Trinity Dunn

I am a Tiwi man from Pirlangimpi, on the Tiwi Islands. My Dreaming is Yirrikipayi (salt-water crocodile) and my Skin-group is Takaringuwi (mullet).

My artwork tells the story of my Tiwi Culture and my Dreaming. The patterns in the work are heavily influenced by Tiwi Culture and artworks.

Our Communities

by Haileybury Rendall School 6057 Berrimah Rd Berrimah NT 0828 Australia

www.haileyburyrendall.com.au

Produced