Dhupuma Yearbook 2025

2025 Year Book

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Dhuŋgarra Dhupumabuy djorra AOC Buku-wurrpan dhiyaŋu Barkerŋu wäŋaŋuru Yolŋunha Gunyaŋaralili, ŋunhi walala ŋaḏup’thun walalaŋgala wäŋalili gä buku-wurrpan ŋalapaḻmirrinha. Ŋathili marrtjina (ganan ŋilimurrunha) dhiyaŋuwala ŋilimurruŋgu ḏilak gä yuṯa ḏilak.

Dhiyaŋa walala yakurra mulka-rom-manikay-dhäwu dhuwala ŋilimurru marŋgithirri yukurra.

Buku-wurrpan ŋilimurru ŋunhi walala yakurra dhambay manapan gä ŋoy ŋaḏup’thun dhiyaku djamarrkuḻi’wu, dhuwala Dhupuma Barkerŋura, marr walala yurru nhina gä marŋguthirri marrma’wu romgu-Yolŋu-Ŋäpaki.

Märr ŋilimurru waŋgama waŋganykurru dhukarrkurru dhiyala wäŋaŋura gä wukurriŋura Dhupuma Barkerŋura.

The Barker community acknowledges the Yolŋu peoples of Gunyaŋara for welcoming us to their land and pay our deepest respect to the Elders past, present and future, for they hold the traditions, song lines, stories and culture, from which we all learn.

We acknowledge our connection and commitment to honour the djamarrkuḻi of Dhupuma Barker as they learn and live in two worlds.

May we walk together in peace for a reconciled country based on justice and hope.

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Message from the Head of Barker College Gululu bukmak!

I am delighted to share with you the Dhupuma Barker 2025 Year Book, filled with memories, images and stories of the incredible learning undertaken this year.

2025 marks the School’s 5th year of operation!

To quote the inimitable Australian songwriter, Paul Kelly, “from little things, big things grow.” And so it has been seen at Dhupuma Barker. From the small beginnings in early 2021, our program has grown from the Primary Years for about five children, to now serving 0-16 year olds, reaching our highest numbers on record. We have over 30 babies and toddlers registered for the Buruwu Families as First Teachers early learning program, and this year recorded 58 students for the Primary and Middle Years classes.

Every year level of Miḏawarr, Djambatj and Marayarr classes has grown, demonstrating a commitment to learning for the djamarrkuḻi that sets them in good stead to walk confidently in two-worlds. Every week classes explore their beautiful surrounds to learn from the Yolŋu coteachers about their gurrutu (family connections), manakay (songlines) and ceremonies. These experiences enrich their time in class, where this year has seen a deep focus on literacy using the Sounds Write program.

It is with enormous gratitude that I thank the school leaders, Mitchell O’Brien and Lalambari Yunupiŋu for guiding the students and staff at Dhupuma Barker. Supported by the deeply caring and gifted teachers; Allyson, Meg, Tatum and Sarah, with Lizzie, Janet, Valerie M, Valerie G, Caroline, Wakara, Charlene, Jorjia, Tanya, and Amy, the djamarrkuḻi have flourished, with academic outcomes boosted across the School.

The year has been punctuated by on-country learning, sports days, representative pathways for some gifted footy players, robotics, dance and music, Hip Hop creations, vibrant connections with community

organisations, local camps and the Marayarr class visiting Sydney for a curriculum intensive.

A highlight has been seeing the construction of the new school premises, overlooking the vibrant Melville Bay. Deltareef Constructions are bringing the dream of the new school to life, and we cannot wait to celebrate the opening of the new school late in 2025. With such rapidly growing numbers and record attendance, the new classrooms will be full from the first day of the 2026 school year, and we are eager to pursue further buildings to be able to welcome even more students to Dhupuma Barker.

The Gumatj community have chosen the name of “Djengarra Knowledge Centre” for the centrally located Community Hall that forms the spine of the new school. Djengarra was one of the names of Old Man, the founder of Dhupuma Barker. When he passed, his daughter Binmila spoke at his ceremony and noted, “He foresaw the future. It wasn’t like a prediction. That’s why he was called Djeŋarra. Djeŋarra means precision, clarity, forward thinking with a lasersharp beam.”

After five outstanding years of Dhupuma Barker serving the community of Gunyangara, I have deep faith that all students learning with us are “looking up, looking beyond” and are focussed on bright futures, like laser-sharp beams.

“Your beginnings will seem humble, so prosperous will your future be.” Job 8:7

Phillip Heath AM Head of Barker College Ganbulapula 3

Welcome

2025 has been another wonderful year at Dhupuma Barker. We are grateful for the leadership of Lalambarri and Mr Mitch, who have guided and supported the continued growth and development of our School, the djamarrkuḻi and the teachers.

Martin Lubrano Head of Barker College Junior School Barrukala

Dhupuma Barker continues to be a lighthouse School for community partnership, two way learning and remote school attendance.

The growth in the FaFT program is certainly a highlight of the year. Ms Ally and Charlene have continued to build and strengthen this important early years program with enthusiastic connection of community families.

Miḏawarr class has continued to be our most active and well supported class. The djamarrkuḻi come to school consistently and their learning growth is wonderful as a result. Miss Meg has been well supported by Tanya, Caroline, Wakara and Ms Amy.

Alison Binet Deputy Head People & Culture Bayini

This year we welcomed Ms Tatum to the Djambatj class. She has been well supported by co-teachers Janet, Valerie, Ms Jorjia and Lizzie. Ms Tatum has settled in well and the children are developing their learning under her guidance. We have been particularly grateful for her strength in curriculum development, especially literacy.

It has been wonderful to see the Marayarr class grow throughout the year under the guidance of Ms Sarah and Lala. With strengthened attendance and engagement in learning, the children have enjoyed an overnight camp on Country and a trip to Sydney to sell their creations (jewellery, yidakis, tshirts etc) at the Barker Spring Fair.

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Working closely with teachers and community, Ms Andrea provides strong support in the daily operations of the school. Ms Annelise has also continued her support coordinating administration and operations elements of the School from Hornsby.

Connection with community groups such as Miwatj, Flinders University, Nhulunbuy Christian College, the Yutjuwala Djiwarr Aged Care centre, Indigenous Outreach Programs, Nhulunbuy Swimming Pool all contribute to providing the djamarrkuḻi with rich experiences to build their knowledge, skills and understanding.

We continue to supplement programs with visits from staff from Hornsby including JS Chaplain – Rev Brown, Mathematics, Science, Robotics, Music, Basketball and Learning Support. The connection across our campuses and some 4000km is invaluable.

Ms Ali and Mr Martin highly value our visits to community and the School. Supporting the wonderful work of the teachers, co-teachers and interacting with the djamarrkuḻḻi and community members is a privilege, we are grateful for our continual learning each visit.

It is exciting to see Stage 1 of the new school nearing completion. The official opening in December heralds a new era for Dhupuma Barker and we look forward to the djamarrkuḻi benefitting from a fit for purpose school environment.

Buruwu FaFT

Tynesha Dhamarrandji Wurrulnga

Zeriya Dhamarrandji Wolpä

Dilena Gurruwiwi Yilkilŋumi

Emma Gurruwiwi Garraguwuy

Zyan Yunupiŋu Gunygurruwuy

Ava Yunupiŋu Bitjpunhami

Seraphina Schebeck Liyawayma

Kalani Gurruwiwi Gayilpayilpoi

Marsha Gurruwiwi Djitjiwuyru

Pedro Gurruwiwi Ganyiḏingu

Taylah Gurruwiwi Ganditjbuma

Wayne Gurruwiwi Maminŋu

Kaylisha Marika Yuyura(3)

Lisa-Marie Marika Wuduru

Zamahl Marika Ŋaritjpal

Martin Mununggurr Warrayi

Rickson Mununggurr Djawruŋu

Damien Maymuru Wänuŋ

Konrad Schebeck Dopami

Jeriah Small Dhänabalu

Javiah Small Gawawa

Fiona Yunupiŋu Djirkitj

Le Bron Yunupiŋu Djeŋärra

Lucianna Yunupiŋu Gurrumiya 5

Buruwu FaFT (Absent) Heavanah Pascoe Gupayärra Celeste Maymuru Murrnuŋa Kenai Marika Wanyubi William Yunupiŋu

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Students Midawarr Transition

Margaret Mundul Mununggurr

Ava Gungawurruma Wanambi

Kenric Garalmarra Wirrpanda

Caleb Lirriwi Yunupiŋu

Midawarr Year 1

Kitana Guninyarra Yunupiŋu

Lance Rrengga Yunupiŋu

Leanna Gathagiya Burrawaŋa

Tyrese Bonbätjiwuy Dhamarrandji

Adela Garŋarr Ganambarr

Janiah Marrkuwutj Gurruwiwi

Naomi Ŋalawurr Wanambi

Marlena Dhanaya Yunupiŋu

Henry Dakitjuna Yunupiŋu

Johnson Minybunala Yunupiŋu

Messiah Lib Yunupiŋu

Zalia Bärrambuwa Yunupiŋu

Zara Murrupu Yunupiŋu

Violet Dilipuma Ganambarr

Kelvin Begul Gumana

Isiah Bilirri Gurruwiwi

Lilani Garramu Gurruwiwi

Jovhan Daymbawi Burarrwanga

Midawarr Year 2

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Students Midawarr Year 2 (continued)

Tyrell Gurruwurru Gurruwiwi

Jordan Gurruwiwi

Eli Mukarala Marawili

Shania Memarr Munungurr

Cordelle Angeles-Marika

Jayden Mana Ganambarr

Djambatj Year 3

Jasmine Lälarrk Dakis Yunupiŋu

Kymani Djarrdjundjun Yunupiŋu

Djambatj Year 4

Angie Wanumatji Gumana

Jamien Birrirri Gurruwiwi

Jerry Raripa Yunupiŋu

Marlisha Daylulu Yunupiŋu

Djambatj Year 5

Alana Dukupitj Marika

Willy Djamina Wanambi

Redrick Maŋarrina Marika

Telsey Gumbadika Yunupiŋu

Davina Gurrmanda Ganambarr

Mya Naykalan Gurruwiwi

Djambatj Year 6

Murphy Dhayirra Yunupiŋu 8

Jamal Burratha Yunupiŋu

Marayarr Year 7

Limaia Gumana

Nikita Munumbilil Yunupiŋu

Hilda Nyarrwa Thorne

Justin Wirrpaŋu Gurruwiwi

Marayarr Year 8

Grant Yarrayarra Yunupiŋu

Sean Gadany Yunupiŋu

Talitha Gurala Wirrpanda

Andrew Rarneena Thorne

Marayarr Year 10

Jasmine Gurrumiya Yunupiŋu

Janelle Mantharmanda Gurruwiwi

Amanda Minhdurru Yunupiŋu

Nikesha Rarrarrung Munungurr

Student (Absent) Anton Dhaŋala Marawili

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Teachers/Admin

Lalambarri Yunupiŋu Co-Lead Teacher/ Marayarr Co-Teacher

Mitchell Baywara O’Brien Co-Lead Teacher

Elizabeth Gawuki Roe Yolŋu Staff Coordinator/ Djambatj Co-Teacher

Andrea Gunawu O’Brien Operations Coordinator

Sarah Bonba Adams Marayarr Teacher

Tatum Ŋurula Ansiewicz Djambatj Teacher

Allyson Murriyil Billot FaFT Early Childhood Educator

Janet Watjwatj Gurruwiwi Djambatj Co-Teacher

Valerie Miminyina Dhamarrandji Co-Teacher

Valerie Malangdhunamurruwuy Ganambarr Marayarr Co-Teacher

Cameron Wakara Gondarra Co-Teacher

Caroline Datjuluma Dhamarrandji Co-Teacher

Teachers

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Teachers (continued)

Meg Ropu Kent-Spark Miḏawarr Teacher

Jorjia Slocombe Individual Learning Centre Teacher

Charlene Garrinygurru Yunupiŋu FaFT Family Liaison Officer

Tanya Buwakurru Yunupiŋu Miḏawarr Co-Teacher

Amy Djulpan White Co-Teacher

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Midawarr Student Reflections

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I like swimming, AFL, soccer. My favourite is playing tip tip. I like literacy rotations and having fun in the classroom. I love reading and maths.

I like learning and doing fun stuff and learning to do buŋgul and learning about everything! I like going to the swimming pool and playing. When I come to school I am always happy.

Eli Marawili

Caleb Yunupiŋu

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Djambatj Student Reflections

This year I liked going to the pool and going to Bawaka. Bawaka was fun because we got to go for a swim at Lonely Beach. In the classroom I like doing drawing and art. I am excited about the new school next year.

In the classroom I liked doing maths.

I also liked learning to read and write in Yolŋu Matha with Lizzie, Janet, Caroline and Tatum. I enjoyed Learning on Country and getting bush medicine at Rainbow Cliff. Also playing basketball with my friends.

Davina Ganambarr

Nikita Yunupiŋu

I liked learning about reading. I also liked going to Bawaka and swimming and swimming at the pool. Brain breaks and AFL was also fun with my friends.

Willy Wanambi

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Marayarr Bawaka Camp Spending time together in a special place like Bawaka was incredibly valuable for building relationships for the Marayarr class. It was beautiful as all students were respectful, supportive, inclusive and happy together at all times.

When we returned to camp, Timmy and his family had a surprise for us, they had caught two turtles, which they generously offered to share with the group. The students (especially Sean) were so excited, as turtle is their favourite food. They helped with the preparation, and some students were even allowed to take some home to share with their families.

All staff and students contributed to the smooth running of the camp and all students followed instructions, used beautiful manners, and cleaned up after themselves. It was an absolute pleasure to witness such responsible and caring behaviour, I felt very proud. The students looked after each other, especially signing with Talitha to include her in all conversations and activities.

In the evening the students gathered around the campfire.

Timmy shared a funny story that his mother used to tell him and his siblings, which had everyone laughing before heading off to bed nice and early. The girls all went to bed before 8pm and after the boys finished watching a shark and croc have a stand off over the turtle remains (a fun and scary experience), the boys went to bed around 8:30pm. They all happily handed in mobile phones on this trip which was trusting of them, demonstrating maturity and growth. A big difference to our 2024 camp where the girls wanted to sit on their phones late at night.

Activities on the camp worked in nicely with our preparation for the Spring fair. The boys participated in yidaki djama with Timmy and Lala, while the girls took part in gunga djama with Timmy’s wife Rita. Both groups had the opportunity to sit and listen to them talk passionately about the importance of learning on country and continuing their culture that has been passed down for thousands of years.

After our cultural activities, we took a bumpy but scenic drive, to the stunning Loney Beach. I would argue that this is the most beautiful beach in the world! We were lucky enough to have it all to ourselves, and the students had the time of their lives. They swam respectfully in the shallow waters, following all safety instructions. Lala was as happy as the students because he took his gara down to the beach to catch dinner.

We have made a video to share of our time together, the students helped make this video and really love watching themselves having a great time.

SCAN OR CLICK TO WATCH

Marayarr Class Reflection 2025 has been a year of significant growth and development for the Marayarr class. Throughout the year, students have faced a number of challenges, yet have consistently demonstrated resilience, teamwork, and a growing sense of maturity.

One of the most encouraging aspects of the year has been the way students have supported one another, creating a strong and positive classroom culture. We are not just a class, we are a family.

While attendance started off low at the beginning of the year, we have seen a steady and encouraging improvement over time. As students returned to school, their engagement in learning increased, and they have produced some outstanding work that reflects both creativity and effort.

As educators, we place great importance on making learning meaningful by connecting the Australian Curriculum to students’ cultural knowledge and lived experiences. This approach has resulted in a classroom where students are not only engaged, but also excited about their learning.

This has allowed us teachers to see what is important to the students and learn about their core values as individuals. The positive response to culturally responsive teaching has been evident in the high level of participation, curiosity, and pride students have shown in their work.

Being involved in the Spring Fair has been a highlight of 2025. Our students had the opportunity to proudly showcase their culture by making gara (spears), yidaki (didgeridoo), gunga djama (traditional weaving), bark paintings, and more. These lessons, all taught by our incredible Yolŋu staff, highlighted the deep and powerful connection we have to culture and Country.

The students absolutely loved sharing this with everyone down in Sydney and they had the time of their lives at the Spring Fair. What a trip!

We are incredibly proud of the progress the Marayarr class has made this year and look forward to building on this foundation in the future.

Marayarr Student Reflections Why is Culture Important?

It is certain that culture is important because you pass down knowledge and storylines through the little generations. Gurruṯu is important because it keeps us connected.

Yolŋu have been hunting for thousands of years and therefore know which season to hunt for food. Of course eating healthy seafood keeps our body healthy. It is certain that hunting is good for your mind. You can catch fish for your family, if you ran out of food.

I am sure that this connection keeps us safe and into a big family and be strong like the rock. We learn about bush miditijin and hunting for elders and family.

For this reason, future kids, firstly, need to learn about culture and raypirri and secondly, about buŋgul and manikay. For those who don’t know, our culture is important because of buŋgul and manikay and yidaki and bilma and gapaṉ families and elders do buŋgul to pay respect to those who pass away.

Bush miditijin is obviously the best miditijin to help yourself. If you get hurt or sting you can find bush miditijin in the bush or at the beach. The elders teach you how to prepare the bush miditijin and which one to prepare.

For example, if I get sting by a stingray you get bush cockroach.

By Sean Yunupiŋu

I believe that hunting for fish makes you connected to your land. Obviously, elders teaches you to gara djäma and it makes you feel good.

My favourite thing about school is Sport, Spelling and Maths. I loved going to the Spring Fair in Sydney because it was good out there.

I liked going to Loney Beach for a swim on our school camp to Bawaka. When I am at school I feel happy because I have my friends there.

I love school because I love Maths, Reading and Drawing. I loved our school camp because we swam at Loney Beach. My favourite part about Sydney was flying the drones because I could pick up the thing and land it in the box.

Sean Yunupiŋu

Justin Gurruwiwi

I love learning at school. I like spelling, reading and my favourite part is that we went to Sydney and Bawaka on our school camps. I loved seeing Ganbulapula and Mr. Tom in Sydney.

I love learning. I like spelling, maths and reading the most. I love going fishing and camping. I loved learning on country at camp and weaving. I love helping and caring on country with Lala.

Nikesha Munungurr

Amanda Yunupiŋu

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Sydney Adventure 2025 Our class recently travelled from Arnhem Land to Sydney for an unforgettable week of learning and adventure at Barker College.

Our Marayarr students had the opportunity to take part in a wide range of engaging lessons, including Design and Technology, Drone workshops with the STEAM team, Music, Drama, Science, Agriculture, and Sport. The lessons were interactive, well-planned, educational and an exciting experience for everyone involved.

A major highlight of the trip was the Barker Spring Fair. After months of preparation, our students proudly showcased and sold the items they had worked so hard to create. They all took turns helping with customer service and spoke confidently about their handmade products.

We are very proud of the students for demonstrating such confidence and maturity. In return, they had an absolute ball at the event!

During our stay, we spent time at CRU Camp, where students enjoyed a full day of fun and adventure, including archery, rock climbing, laser tag, dancing, and a variety of games. These activities encouraged students to step out of their comfort zones, work together in teams, and support one another through exciting challenges.

There was plenty of laughter and smiling throughout the time spent there.

We are incredibly grateful to the dedicated staff at Barker College who helped make these opportunities possible for our students. They allow our students to experience new things they might otherwise miss out on, and they create memories that will last a lifetime.

It was a fabulous trip! A first-time experience in Sydney for many of our students, and one we will never forget.

SCAN OR CLICK TO WATCH

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Issue #146

Dhupuma Barker Set to Thrive in 2025 Our students engage with a rich, balanced curriculum on their Country - their homelands, their waŋa - with a strong foundation in Yolŋu culture, knowledge, and skills passed down for millennia.

This year, we are poised on the brink of an exciting new chapter defined by vision, grit, and the unwavering support of our community, founders, and friends.

At the heart of Dhupuma Barker is the vision of Dr Yunupiŋu, whose friendship with Phillip Heath sparked a promise to create an educational environment that honours Yolŋu traditions while embracing new horizons. Thanks to the dedication of our founding staff and the extended support of the wider community, we are nearing a monumental moment when our djamarrkuḻi will step onto our new grounds. With new classrooms and a basketball court overlooking the Gunyangara football oval and Melville Bay, the dream of Dhupuma Barker is becoming a reality.

We ask: What does a Yolŋu graduate of Dhupuma Barker need to thrive in two worlds - navigating modern challenges while remaining connected to the songlines and the deep history in their blood?

This vital question was posed to community members earlier this year as we worked to ensure that Yolŋu culture, knowledge, and skills remain at the forefront as our campus grows.

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Unsurprisingly, Gurruṯu (kinship) and Raypirri (self-discipline) have emerged as the cornerstones of our Yolŋu curriculum. The Ski Beach community identified these core values to guide our learning journey. With guidance from Culture Tech, community planning has been facilitated with care, ensuring every process supports our collective success. The remote Culture Tech team including Kiri and Cody, are deeply committed to preserving and propelling the extraordinary gifts of Yolŋu culture, nurturing each generation and extending these traditions to the world.

Our co-teaching staff, comprised of respected Yolŋu elders and leaders, steer Dhupuma Barker by weaving thousands of years of knowledge into daily interactions.

Under the leadership of Lalambarri Yunupiŋu, these dedicated educators bring our curriculum to life, inspiring our next generation to become strong, proud members of both Yolŋu and Balanda communities. Their commitment ensures that every student learns to navigate the nuances of two

worlds with confidence and respect.

At Dhupuma Barker, our learning process is structured yet dynamic.

We have developed a three year scope covering individual topics and core pillars that resonate with every person, place, and stone in North East Arnhem Land. At the end of each term, we open our doors - and fire up the barbecue, with sausages sizzling as a symbol of our communal spirit - to discuss the essential elements of our Yolŋu curriculum. These brainstorming sessions welcome all ideas, complete with shared laughs and stories. As staff affix butcher’s paper to the wall and gather a mosaic of sticky notes, a clear narrative emerges. The sequence of learning becomes apparent as our co-teachers join the dots: Who is best placed to teach about hunting in the wet season? Who crafts the finest gara (spears)?

Where do the flowers bloom that signal it is time to hunt? Are these from the Dhuwa or Yirritja moitey?

And what is the best weather, wind, and time to reach the hunting grounds? This process exemplifies two-way learning, with Balanda staff listening with eyes and ears wide open.

Barker Indigenous

Once planning is complete, friends, partner organisations, and On Country mapping pave the way for our teaching teams to meet Australian Curriculum requirements.

We utilise creative, hands-on approaches to ensure content is relevant and authentic, propelling our students toward becoming the successful Yolŋu leaders of tomorrow. Technology is seamlessly integrated into projects, providing immersive experiences where our students thrive.

Creative, dynamic, unique, innovative, resilient, and kind these words capture the vibrancy of Dhupuma Barker and its students. We are profoundly grateful to our dedicated staff, visionary founders, and the wider community whose support has been instrumental in bringing our dream to life.

Our collective dream is on track to be realised before 2025 ends. When we believe, we achieve. It’s time to thrive in 2025, where tradition meets innovation and every step moves us closer to a brighter future. We celebrate our shared journey and the promising road ahead. We remain deeply committed to our mission and grateful for the continued support that propels us forward. Together, we forge a future where education honours tradition and embraces innovation.

Mitchell O'Brien Co-Lead Teacher

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Issue #147

The Value of Visitors Opening your doors to guests can be invigorating - or intimidating. Some enjoy entertaining on a turn-of-thecentury verandah, waxing lyrical about antiques in the sitting room. Others simply step onto their 18th-storey balcony and let the view speak for itself.

At Dhupuma Barker, Yolŋu teachers are lucky enough to do both. With over 65,000 years of rich history behind them, they proudly part the vines and invite guests to step onto Country.

Here, you’re welcomed to sit on a stone by the sea and listen to dhäwu (stories) that stretch further than most can imagine. The horizon becomes your television screen. Creation stories unfold, anchoring you in the deep time of Yolŋu knowledge and our shared place in its ongoing narrative.

With the completion of our new school building, this tradition of teaching and sharing will only grow stronger. Culture, history, and knowledge are not only celebrated - they are taught, learned, passed on, and created anew. And what good is a story if it cannot be shared?

At Dhupuma Barker, we celebrate our visitors. We find value in welcoming those who walk with us across two worlds and two knowledge systems. Through these visits, our students see the meaning of commitment - not just to learning, but to each other, to culture, and to a future led by young Yolŋu voices.

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On Wednesday 16 July 2025, we were honoured to host Her Excellency the Honourable Sam Mostyn AC and His Excellency Simeon Beckett SC. Their visit, during the school holidays, was marked by warmth, laughter, and deep listening. From the moment they arrived, students embraced them as honoured guests - offering open hearts and proud explanations of their work inside and outside the classroom.

Her Excellency spoke movingly of the respect shared between the late Dr Yunupiŋu AC and Phillip Heath AM - the founding visionaries of Yolŋu children engaging in high-quality education on Yolŋu Country. This commitment, she said, “results in young people empowered to walk in two worlds with dignity and confidence.”

Their Excellencies did not simply visit; they listened, they learned, and they allowed themselves to be taught.

Barker Indigenous

mentors - who surround her with encouragement, resources, and compassion.

These connections allow her to carry dhäwu far beyond our shores - across regions, into national conversations, and into future generations.

Elizabeth Roe, co-teacher, cultural leader, and parent, is one of the beating hearts of our school. She says “The kids really like it when Barker visitors come up, like Robotics and Phillip Heath. It feels manymak (good), because they are part of the school.”

Elizabeth’s daily presence in the classroom is matched by her public leadership, including hosting guests with humility and warmth.

She steps into these roles with quiet courage, showing young Yolŋu girls what it means to lead.

Her journey is supported by the constant presence of Barker visitors - staff, specialists, and

Tristan Lyth, a 2024 Barker College alumnus and current sports coach, recently spent over two weeks as an intern at Dhupuma Barker. His first visit in 2023, alongside a student cohort, created strong bonds with students and staff.

After Garma 2023, he returned to support the Robotics team and immerse himself in daily school life.

This return felt natural - like coming home. Tristan's calm presence, his willingness to serve, and his easy way with students quickly made him part of the fabric. Morning greetings were loud and genuine; classroom time was full of learning and laughter. He played guitar during rehearsals and joined in on morning sport with quiet confidence.

As someone who has embodied Barker values since Year 1, Tristan showed integrity in every interaction, respect in every conversation, and courage in choosing to use his time away from study to walk alongside Yolŋu learners. The students felt his compassion, and they returned it in kind.

These visitors of value - leaders, learners, family - have become characters in our unfolding dhäwu.

They are welcome because they come with the right posture: with ears open, hearts soft, and minds ready to learn.

So please, come. Sit with us on the stone by the sea. Bring your respect, your commitment, and your curiosity. There’s plenty of room in the story for you.

Mitchell O'Brien Co-Lead Teacher

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Junior School Prayer

Gungayu ŋärraha gärthura Gärray God Märr ŋarra yurru birrkayun lätjuguma Gä nhama lätjuguma Gä waŋa lätjuguma Marr ŋarra yurru marrtji wängyi ga gunayun ŋarragu Wukirri ga lätjuguma birrkayun ga manymak Melkuma wiripuwu djamarrkuḻi Yäkuyu Djesu Gärray waya.

Yo! Yo!

Help me this day, O God, to try to think in a kind way, to try to act in a kind way, to try to speak in a kind way, that I might leave my school this day knowing that I have shown kindness to others; for Jesus Christ’s sake, Amen.

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Signatures

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December 2025