Reconciliation Action Plan 2021

Koort Boodjah All Saints’ College Reconciliation Commitment

August 2021 – August 2023

Acknowledgement of Country Kia. Noongar Boodja.

We would like to acknowledge the deep and ongoing connections that the Noongar people have to the land that our school is built on. We give our respect to the traditional owners of this land and promise to do our best to take care of it, both today and in the future.

About the Artist

Koort Boodjah - Noongar for ‘land of our heart’ This document has been adapted from All Saints’ College’s Reconciliation Action Plan, developed through Reconciliation Australia’s Narragunnawali: Reconciliation in Education program.

Cooper Hawley (Year 10, 2021) is a Yamitji male from Mullewa Country, which is 98km eastnortheast of Geraldton. Mullewa has roughly 450 residents and the 880 000 hectares of land surrounding the town are used for agricultural purposes.

“Due to my opportunities as an Indigenous Scholarship student at All Saints’ College and my mum’s family and cultural knowledge, I have been provided with a deeper understanding and interest in Indigenous artwork.”

All Saints’ College Vision At All Saints’ College we are: •

a faith-filled community inspired by Christ, enlivened by and reflected in our authentic relationships

•

a community committed to a safe and supportive environment nurturing the formation of the whole person

•

a community of lifelong learners celebrating continual growth and success.

Principal/Chair of Board message All Saints’ College seeks to make a positive difference in our world through empowering our students and all community members to be people who value empathy, understand and consider the feelings of others, know the worth of respect, act in ways that demonstrate our care for the rights of others and the world around us, strive for the integrity found in acting with moral strength, and seek the courage to always be our best selves. As we develop our first Reconciliation Action Plan, we are mindful that we have much to learn.

Therefore, we approach this process with humility, with an openness to be changed through deep listening and to grow, engaging in an authentic way through the generosity of first Australians. Together, we commit to seeking to foster and build relationships between Aboriginal and Torres Strait Islander peoples and other Australians in ways that are based in our core values of empathy, respect, integrity and courage.

Ms Belinda Provis College Principal Mr Mark Stickells Chair, College Board

ASC Reconciliation Journey In our ongoing journey to create a Reconciliation Action Plan (RAP), we have sought to create a community that is respectful, welcoming and responsive to the needs of every member of our community.

Significant points on this journey are set out visually in the artwork that forms a setting to our Reconciliation Action Plan. However, our ongoing commitment is also represented in our current Strategic Plan, Benang (2019-2023), and is further reflected in the ongoing desire of the College to take practical steps towards engagement with Aboriginal and Torres Strait Islander people and culture.

In our work on this first Reconciliation Action Plan, in collaboration with local elders and leaders, the All Saints’ community is seeking to progress respectful engagement, understanding and ongoing relationships with Aboriginal and Torres Strait Islander people and culture. We are seeking to set goals to further connections that are systematic, thoughtful and open to opportunities that arise through ongoing partnership.

2009

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Indigenous Scholarship Program launched

All Saints’ College Reconciliation Commitment

Governance RAP Action

What is our next step forward?

Who will guide us?

When will we see progress?

How will we know?

Build Accountability

Make RAP a living document and part of College language

Reconciliation Action Plan Working Party (RAPWP)

December 2021

Frequent references to RAP in documentation and discussion

Prepare a biannual report to the College Board

RAPWP

January 2022

Board presentation made on a biannual basis

Make a time to commence the building of the ‘Innovate’ RAP

Dean of Student Wellbeing (DSW)

January 2023

A RAP process is recommenced

Create an ‘Innovate’ RAP

RAPWP

June 2023

Establish a process and timeline to engage in building an ‘Innovate’ RAP

A new RAPWP is convened A process of consultation is completed with appropriate stakeholders An ‘Innovate’ RAP is completed

2011

Students work with Ernie Dingo to write an ASC Acknowledgement of Country

2013

Aboriginal flag first flown

Please note that throughout this document, in consultation with Whadjuk people of the Noongar nation, we have chosen to use the term Aboriginal as inclusive of all Aboriginal and Torres Strait Islander people.

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Relationships RAP Action

What is our next step Who will guide us? When will we How will we know? forward? see progress?

Aboriginal and Torres Strait Islander People in the Classroom

Have more subjects involving Aboriginal cultural links

Dean of Teaching and Learning (DTL) and Dean of Junior School (DJS)

February 2022

When Aboriginal cultural links are included in each learning area program and curriculum outline Activities such as arts and craft, texts, songs and poetry, dance, Aboriginal games and sports are regularly experienced in lessons The College has a network of Aboriginal people who are able to enhance cultural understanding in lessons

Give staff access to support to embed cultural links into lessons Opportunities for Aboriginal and Torres Strait Islander students and children

DTL/DJS

February 2022

Staff are accessing cultural workshops Staff are engaging with Aboriginal people Staff are using resources related to cultural connection in lessons

Create personalisable DSW/DJS opportunities for Aboriginal students to express cultural identity

February 2023

Every Aboriginal person has the opportunity to connect with their cultural identity Aboriginal students can with confidence express who they are in cultural terms Aboriginal students are able to develop their leadership skills

Have an enriched program for Aboriginal students and Aboriginal Scholarship holders

DSW/DJS

June 2022

Weekly Aboriginal student gatherings Planned cultural experiences (on and off campus) Families of Aboriginal students engaged in cultural program with their children at the College Aboriginal students to have regular access to Aboriginal cultural mentors

Create a Reconciliation DSW/DJS Committee for students 6

February 2022

A Reconciliation Student Committee is formed This committee has agency within the College through publications and activities All Saints’ College Reconciliation Commitment

Relationships RAP Action

What is our next step Who will guide us? When will we How will we know? forward? see progress?

Cultural Competence for Staff

Provide ongoing Cultural Competency training for staff

Vice Principal (VP)

February 2022

Recruitment process to include conversation about cultural responsiveness New staff to receive cultural training with first year of employment Ongoing regular cultural training for staff

Welcome to Country

Celebrate National Reconciliation Week

Include a Welcome to Country in specific College events

RAPWP

December 2021 Significant events begin with a Welcome to Country and this is indicated on the College calendar, eg Pasar Malam, building openings, Presentation Night and Academic Year opening Assembly

Continue having a smoking Ceremony at the beginning of the Academic year

DSW/DJS

February 2022

A smoking Ceremony has been held at the first whole of College Assembly of each year

Plan events each year that are significant markers of Reconciliation Week

DSW/DJS

February 2022

An established whole-of-College event that marks Reconciliation Week Inclusion of cultural elements (eg guest speaker, topical debates and discussions etc.)

Celebrate College achievements of RAP goals in previous 12 months

Decide in which week we will celebrate Reconciliation Week

2014

RAPWP

September 2021

Week identified on College calendar Significant dates of Reconciliation Week noted in College Calendar and celebrated through the College’s calendared dates

Close the Gap Day introduced at ASC

Please note that throughout this document, in consultation with Whadjuk people of the Noongar nation, we have chosen to use the term Aboriginal as inclusive of all Aboriginal and Torres Strait Islander people.

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Relationships RAP Action

What is our next step Who will guide us? When will we How will we know? forward? see progress?

Create Stakeholder List

Create a stakeholder Community list of Aboriginal people Relations connected to the College

February 2022

A resource file created and regularly updated on MyASC which is made available to staff

Connect and engage with College Aboriginal Alumni

Community Relations

April 2022

List of Aboriginal Alumni available and featured in publications

Create a community resources list

Community Relations

February 2022

A list of relevant community organisations is created and updated on MyASC for staff, parents and students

April 2022

Invite past Aboriginal students to speak at Assemblies and in classes (eg Valedictory Dinner)

Build relationships with Community

Celebrate successes of Community Aboriginal Alumni Relations

Include Aboriginal Alumni stories in publications on a regular basis

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Promote involvement of ASC community in cultural events beyond the campus

Community Relations

June 2022

Program in cultural activities for Holiday program

Community Relations

June 2022

List of off-campus cultural events included in College Calendar Stalls provided and staffed (possibly with parents and students) at off-campus cultural events Opportunities offered and promoted for cultural learning in Holiday program

All Saints’ College Reconciliation Commitment

Relationships RAP Action

What is our next step Who will guide us? When will we How will we know? forward? see progress?

Cultural Competence for Students and Children

Create on-country opportunities for cultural learning

DSW/DJS

April 2022

Inviting Aboriginal Elders and community to lead activities on campus and in the local area at sites of significance OLP to intentionally include on-country experiences and understanding in each program On-country beginning of year camp or tour for Aboriginal students and guests

Build understanding of Family structures and Kinship

DSW/DJS

Build understanding of Community listening and learning in Relations respectful ways around culture

2015

Australian Indigenous Mentoring Experience (AIME) Meetings commence

2016

February 2023

Programmed times structured into curriculum to encounter Family and Kinship structures (with Elders)

June 2022

Residential experience with Aboriginal people who are simply present in the community for a period of time

2018 Inaugural Teach Learn Grow Service Learning Immersion to Fitzroy Crossing

Introduction of Smoking Ceremonies to commence each year

Please note that throughout this document, in consultation with Whadjuk people of the Noongar nation, we have chosen to use the term Aboriginal as inclusive of all Aboriginal and Torres Strait Islander people.

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Respect RAP Action

What is our next step Who will guide us? forward?

When will we How will we know? see progress?

Teach about Reconciliation

Provide parent education around Reconciliation

Community Relations

February 2022

Explore Current Affairs and Issues

Promote stories of Aboriginal success

Community Relations

February 2022

A Djaaliny program each year on Reconciliation A Reconciliation parent night which is student led A broad range of Aboriginal successes is regularly featured in College publications Aboriginal success featured at Assemblies across the College Aboriginal success featured in Chapel

Make “Uluru, Statement from the Heart” more visible

Community Relations

September 2021

Statement from the Heart featured in a number of locations around campus (classrooms and common areas)

Have publications regularly note current affairs related to Reconciliation

Community Relations

February 2022

Regularly noted in student and College publications

Include significant marker point anniversaries in calendar

VP

November 2021

A list is agreed and placed in each year’s calendar

2018 10

Staff take part in Cultural Awareness Professional Development All Saints’ College Reconciliation Commitment

Respect RAP Action

What is our next step Who will guide us? forward?

When will we How will we know? see progress?

Acknowledgement of Country

Compose a brief, memorable statement to be used with regularity at smaller events

September 2021

DSW/DJS

Acknowledgement given in language (where appropriate training has occurred) and by translation A brief Acknowledgement used at in-house regular events (eg staff meetings and briefings) Revisit Acknowledgement of Country with significant Aboriginal Elder for this purpose Acknowledgement of Country at each Board meeting

Ensure an Acknowledgement of Country is featured in communications

Community Relations

September 2021

Revisit Acknowledgement of Country with significant Aboriginal Elder for this purpose Acknowledgement of Country on email footer Acknowledgement of Country on all College publications.

Ensure an Acknowledgement of Country is featured around the campus Recognise and Respect Rights

Community Relations

February 2022

Acknowledgement of Country at entrances to public spaces (eg Junior and Senior School Reception, ISC entry, CPA entry) Acknowledgement of Country on signage around campus

Explore history of those Principal honoured by naming at College

June 2022

Explore UNDHR in relation to Aboriginal experiences

February 2023

DTL/DJS

Explore and display full history of historical figures used to name Houses in appropriate publications (Diary, MyASC etc.)

Openly discuss and explore these histories in the classroom setting Where Human Rights are explored in curriculum, actively link in Aboriginal experiences and history

Please note that throughout this document, in consultation with Whadjuk people of the Noongar nation, we have chosen to use the term Aboriginal as inclusive of all Aboriginal and Torres Strait Islander people.

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Respect RAP Action

What is our next step Who will guide us? forward?

When will we How will we know? see progress?

Aboriginal and Torres Strait Islander Flags

Fly both Aboriginal and Principal Torres Strait Islander flags

February 2022

Both flags are flown at the College each day

Display flags in a variety of contexts at the College

September 2021

Provide Aboriginal and Torres Strait Islander flag stickers that can be displayed in classes and on laptops

Take Action against Racism

Community Relations

Include Aboriginal and Torres Strait Islander flags miniatures on Acknowledgement of Country email footers

Have a significant DSW/DJS celebration of Harmony Day

March 2022

Harmony Day is marked with significant events each year across the whole school

Explicitly teach community members to call out Racism that they encounter in a respectful way

February 2022

Consistent messaging to students in the classroom, Assemblies and Chapels about expectations

DTL/DJS/ Community Relations

Consistent messaging to whole community through publications about expectations Link discussions about racism with College Values

2019 12

ASC community recognises NAIDOC Week for the first time All Saints’ College Reconciliation Commitment

Opportunities RAP Action

What is our next step Who will guide us? forward?

When will we How will we know? see progress?

Curriculum Planning

Give staff access to support to embed cultural links into lessons

DTL/DJS/RAPWP

February 2022

Ensure that more subjects involve Aboriginal cultural links

DTL/DJS

Staff are accessing cultural workshops Staff are engaging Aboriginal people Staff are drawing from resources related to cultural connection in lessons

February 2023

Aboriginal cultural links are included in each learning area program and curriculum outline Activities, such as arts and craft, texts, songs and poetry, tool making dance, Aboriginal games and sports, are regularly experienced in lessons The College has a network of Aboriginal experts available to enhance cultural understanding in lessons

Focus on Professional Development that upskills staff in Curriculum Planning around reconciliation

VP

June 2022

Portion of PD Budget set aside for Professional Learning in the inclusion of Aboriginal cultural issues in curriculum planning

Provide a selection of appropriate textbooks around historical accuracy

DTL/DJS

June 2022

Amend texts with a note on the inside cover to recognise that the content of the text is no longer widely supported, or that it has been effectively challenged by some other text Change resources to those which accurately represent Aboriginal history

Please note that throughout this document, in consultation with Whadjuk people of the Noongar nation, we have chosen to use the term Aboriginal as inclusive of all Aboriginal and Torres Strait Islander people.

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Opportunities RAP Action

What is our next step Who will guide us? forward?

When will we How will we know? see progress?

Inclusive Policies

Review Indigenous Principal/DSW/DJS scholarship to promote inclusion and cultural learning.

March 2022

Indigenous Scholarship students to have timetabled class of support – if desired

Prioritise Aboriginal students' access to areas of strength in optional subject selections.

Have a designated contact person for students on Indigenous Scholarships Rename Indigenous Scholarships

Review Policies with a view to inclusion of Aboriginal people.

Leadership Team

February 2023

Policy review cycle completed with appropriate changes to policies made

Staff Engagement with RAP

Have departments review progress against RAP goals

DTL/DJS

February 2022

RAP progress calendared as a cyclical agenda item for Departments

Celebrate RAP Progress

Share progress with community during Reconciliation Week celebrations

Principal/ Community Relations

May 2022

Have real time sharing of progress with and by staff

Principal/ Community Relations

September 2021

At Staff briefings recognise completion of individual RAP Actions

Note RAP progress and annual aims at beginning of year staff PD day

Principal

February 2022

Principal to include updates and aims around the RAP at beginningof-year staff address

September 2021

Dedicated space on MyASC for RAP noting actions/achievements

Staff have specific RAP goals included in Departmental Operational Plans

Dedicate space for VP RAP in College’s online spaces 14

Student-made video tracking RAP progress played at Assembly (and/or Presentation Night) Courier article in Reconciliation Week noting progress in this area

In publications recognise completion of individual RAP Actions

ASC Website to include RAP as a public document All Saints’ College Reconciliation Commitment

2021 2020

Traditional Owners acknowledgment plaques installed on campus

RAP artwork created by Cooper Hawley (Year 10), commissioned by ASC through The Agency

Artist Statement: The story of Gabbiljee The story of Gabbiljee is about the Bull Creek (Gabbiljee) area of the Noongar nation. Gabbiljee means ‘the watery place at the end of the river’. The Bull Creek area was of considerable importance to the Noongar people as the wetlands provided many foods compared to other surrounding drier areas. The top left of the painting depicts where Bull Creek meets the Canning River. The handprints symbolise belonging and respect to the Gabbiljee area. The meeting place signifies where the Aboriginal men and women would meet together. The campfire surrounding the meeting place is a representation of the Aboriginal men and women eating and gathering by the campfire. The meeting place and campfire are the colour red because they symbolise fire, energy, blood and power found in places of importance. The animals in the painting are a depiction of the animals of the Gabbiljee wetlands. Boomerangs and spears were the hunting tools used to capture food to eat. The fish traps were located near running water and waterholes. River stones were used to trap fish into an area, allowing them to be easily caught either by hand or using spears. The bush tracks and the animal tracks ran alongside and through running water, a source of food and sustenance. Banksia, known as Beera, are an important food source for all sorts of nectivorous animals, including birds, rats, and possums. The bush tucker represents a variety of plant foods such as fruit, nuts, berries and seeds.

Please note that throughout this document, in consultation with Whadjuk people of the Noongar nation, we have chosen to use the term Aboriginal as inclusive of all Aboriginal and Torres Strait Islander people.

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All Saints’ College Ewing Avenue, Bull Creek WA 6149 (08) 9313 9333 allsaints.wa.edu.au