Terrace Reconciliation Action Plan 2024-2025

Acknowledgment of Country

In the spirit of reconciliation, we, as members of the Terrace Family, acknowledge the Aboriginal and Torres Strait Islander peoples as the First Peoples of our Nation. We acknowledge, respect and give gratitude to the Traditional Owners of the Countries on which our campuses are located.

We pay our respects to Ancestors, Elders, and leaders of the future as well as to Aboriginal and Torres Strait Islander members of our Terrace Family. We value the knowledge of our Aboriginal and Torres Strait Islander peoples, and recognise and honour their stories, cultures, and achievements as we walk together for mutual liberation and a truth-telling history for all Australians.

Inspired by the Touchstones, we are called to be people of knowledge, humility and wisdom who walk in solidarity with the First Peoples of our Nation for reconciliation, justice, equity and healing.

Barambin Prayer

We honor the space and the stories we share. Together we yarn with no shame, listening and talking.

We respect each other’s totems, song lines, dreaming and ancestors. Knowing we are different Nations but together make one mob.

We move and embrace the wind, knowing all our ancestors are with us in spirit.

Barrambin spirit be with us. Amen.

Words by Barambin Yarning Group 2023

Cultural Integration at Terrace

At Terrace, we prioritise cultural integration which sees the coming together of our Catholic faith with the ancient spirituality of our First Peoples� We aim to weave Aboriginal and Torres Strait Islander culture within the identity and life of the College, embracing their story as a part of our unified story

Barrambin

Barrambin meaning ‘windy place’ is the traditional Turrbal name for Victoria Park, which holds geographical significance to the College In the spirituality of our First Peoples, the wind is seen as a good omen Similarly, the wind is also symbolic within our Catholic tradition as depicted in Old Testament stories

At Terrace, we embrace the wind as a key part of our shared identity� It is the wind, the spirit of Barrambin, that unites us and guides us as we learn, play and care for each other The wind carries our individual ancestries, cultures, heritages and stories, bringing us all together as one Terrace Family

Barrambin Wawu Ngali

Barrambin Spirit Be With Us

“Many Nations, One Mob. Each of you before me bring your own stories, ancestors, heritages and cultures. We bring all these together to make one Terrace Family, one mob, here at this windy place.”

– Elijah Browning (GT 2024)

College Totems

The ancient culture of our First Peoples and our Terrace values are brought together through our College Totems� These totems reflect the three College values of Wisdom, Knowledge and Humility� Students at Terrace can look to the characteristics of our totem animals to help discern their Terracian identity and understand the qualities we hope for them to develop�

The College Totems were selected by the 2023 Barrambin Yarning Group under the guidance of Cultural Mentor, Marlon Riley

Wisdom The Owl

Reflective and discerning, the owl sits in quiet observation. A contemplative deep listener, the owl soaks in diverse perspectives, ideas and experiences. On the quest for truth and inner knowing, the owl looks beyond the surface to find wisdom.

Knowledge The Kangaroo Humility The Wombat

Strong and innovative, the kangaroo hops forward in life. An engaged learner, the kangaroo approaches any task big or small with creativity and determination. Striving for full potential, the kangaroo seeks personal growth through knowledge.

Self-aware and well balanced, the wombat walks grounded on the earth. A cooperative steward, the wombat recognises he part of something larger. Content within himself, the wombat embraces his strengths and weaknesses with humility.

Cultural Wellbeing at Terrace

As a College, we are on a journey connected by place, people, culture and stories� We nurture a home of belonging, where our individual identities play a vital part in forming our whole Terrace Family identity Living a community culture of solidarity, our Gentlemen of Terrace celebrate the diversity of each other. Our cultural wellbeing at the College nurtures a safe and empowering environment for First Nations students to share, learn and explore who they are�

Cultural Mentor

The College is blessed to have the guidance and knowledge of Cultural Mentor, Marlon Riley�

Marlon is a descendant of Western Yalanji, Palmer River region, Cape York and Gangulu Dawson River region Central Queensland through his Mother’s-Father’s People� He also belongs to Jarowair Bunya Mountain Region, South Queensland and Kunja, Morven Region, of his Mother’s-Mother’s people

With over 20 years’ experience as a cultural educator, Marlon has been instrumental in laying the foundations of the College’s cultural identity, and nurturing the wellbeing and growth of our First Nations students� His work within the College includes educating our staff on cultural safety and collaborating with teachers to provide Indigenous perspective within the classroom�

Marlon’s presence and cultural sharing leaves a lasting impact on our community as he leads smoking ceremonies, water blessings and Acknowledgment of Country at a variety of College events throughout the school year�

Marlon has serviced Brisbane Catholic Education as a cultural tutor, as well as committed himself to Brisbane’s Murri Ministry for over 30 years. Through his works, Marlon has received many accolades including :

• 2006 QLD and NATSICC National Youth Ambassador for Aboriginal & Torres Strait Islander Catholic Ministry

• 2017 Centacare Award for Service Commitment to the Catholic Archdiocese of Brisbane

• 2018 TUH Award for Excellence in Supporting Learning and Teaching Through a BCE role

• 2022 Edmund Rice Education Australia Charter Leadership Award Nomination

Barrambin Yarning Group

The Barrambin Yarning Group is the College’s cultural program for Aboriginal and Torres Strait Islander students. Weekly yarning sessions under the guidance of a Cultural Mentor provides First Nations students the space to explore and develop their cultural, spiritual and ancestral identities It is a time for connection, support and brotherhood as students share their stories, traditions and dances. Our hope is for the Barrambin Yarning Group to empower our First Nations students to feel confident and strong as cultural leaders within the College community

The Barrambin Yarning Group engage in:

• Cultural dancing at both College and wider community events

• Cultural workshops, excursions, incursions and immersions

• Cultural collaboration with First Nations students from various schools

• Leading the College in Reconciliation Week and NAIDOC Week activities

• Leading Acknowledgment of Country at College events, assemblies, masses and liturgies

• Leading the College’s Indigenous Round for rugby and basketball

• Sharing culture at local kindergartens and visiting Jimbelunga Nursing Centre

• Barrambin Family Dinners for students, parents and families

• Barrambin Bonding Nights for students

Barrambin Room

In 2023 the College launched its first culturally safe room for First Nations students. Together, the First Nations students spent close to 10 months planning the wall decal designs for the room. The walls feature designs that tell the stories of the different Nations of each of our Barrambin Yarning Group students. It also depicts the College Totems and their characteristics, as well as sharing the meaning of Barrambin It is special for our First Nations students to take ownership in the creation of their own culturally safe space� This room is significant for the wider Terrace Family as it provides a learning resource for students and staff to engage with as we walk together embracing Indigenous culture and spirituality�

Our Vision for Reconcilliation

As a College we envision a place of authentic cultural inclusion where staff, students and parents see the cultural value of our First Peoples as not only an integral part of our College identity, but integral in our identity as Australians

Motivated by our Catholic faith and Edmund Rice charism, St Joseph’s College, Gregory Terrace commits to a reconciliation journey that recognise the past history, whilst connecting with culture, and community to unify and create opportunities for the future

As a place of learning and growth, we are committed to the formation and education of young men who will make a difference in this world through the service of God, the community and each other. Our hope is for our Gentlemen of Terrace to be men of open hearts and minds who walk forward with their First Nations brothers and sisters towards a hope-filled future inclusive of all

We aspire for our Terrace Family to have a lifelong pursuit of knowledge, humility and wisdom by embracing the ancient and diverse spirituality and culture of our First Peoples.  We recognise and honour their stories, cultures, and achievements as we walk together for mutual liberation and a truth telling history for all Australians�

Reconciliation Artwork

Our Reconciliation artwork, Ever Connected To The Past Boldly We Walk Forward Together, captures the College’s meaningful commitment to build upon our Edmund Rice tradition as we look forward to a future of true reconciliation The artwork features symbols that reveal our story of tradition, identity, spirituality, reconciliation and hope for the future

Our Reconciliation Artwork is an integral part of our Terrace identity� The artwork can be seen throughout our College – in classrooms, on sporting jerseys, on signage, framed in offices, and as stickers on books and laptops Students and staff embrace the artwork as a part of their story

The artwork concept and narrative was developed

by David Williams. David is a proud Wakka Wakka artist at Gilimbaa.

Reconciliation Badge

All students and staff at Terrace proudly wear the College’s Reconciliation Badge This badge visually represents our culturally safe inclusive community� It symbolises both an individual and collective commitment to walking alongside and in solidarity with our First Nations brothers and sisters The badge features the main symbol from our Reconciliation Artwork� This symbol is representative of our entire Terrace Family – our students, staff, parents and past Terracians, all of whom are at the heart of our story

Our Year 5 students as our newest members of our Terrace Family, partake in a Reconciliation formation program across three lessons At the completion of this program, students are presented with their Reconciliation Badge The program includes workshops with the College’s Cultural Mentor, Barrambin parents and senior students of the Barrambin Yarning Group.

RAP

Working Group

Terrace Staff

• Terry Thompson, Chair and teaching staff

• Nikita Bedwell, Chair and non-teaching staff

• Marlon Riley, Cultural Mentor

• Cath Gooley, non-teaching staff

• Kaylene Campbell, teaching staff

• Zach Woodward, teaching staff

• Michelle Hasking, teaching staff

• Loren Serafin-Huey, teaching staff

• Catherine Porter, teaching staff

• Monica Keating, teaching staff

Barrambin Yarning Group Parents

• Keith Williams, Barrambin parent

• Cassie Murphy, Barrambin parent

• Sono Leone, Barrambin parent

• Shannon Faulkner, Barrambin parent

• Angela Clive, Barrambin parent

• Francis Nona, Barrambin parent

Terrace Community

• Amanda Wright, parent

• Susie O’Shea, parent

• Ravina Waldren, Murri Ministries

• Br Jim Darcy, Christian Brothers

This document has been developed through Reconciliation Australia’s Narragunnawali : Reconciliation in Education program.

RAP Actions

Relationships in the Classroom

Action

Aboriginal and Torres Strait Islander People in the Classroom

Commitment

Goal

Deliverable

Assigned

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

Engage with Traditional Elders of Countries on which our campuses reside as consultants to promote, educate, and enhance connections to local Country, history, culture, tradition and language

Involve our Cultural Mentor, local Elders and other cultural educators in the classroom for specific learning experiences that integrate culture and truth-telling histories into subject areas�

Invite First Nations guests, Elders and community leaders to special College events to share their stories, experiences and traditions

Utilise our Cultural Mentor and other cultural educators to conduct staff meetings and workshops specifically for staff professional development in cultural awareness and safety

Create opportunity for language to be practised, used, shared and integrated into College events and College life� This is to be facilitated by our Cultural Mentor through a ‘Language Ceremony’ to share and hand over certain phrases and words in language that can be learnt, shared and used within the College

 Identity Department

 Heads of Faculty

Action

Opportunities for Aboriginal and Torres Strait Islander Students and Children

Commitment

Goal

Deliverable

We commit to providing opportunities for our Aboriginal and Torres Strait Islander students to celebrate their cultural identities These opportunities positively impact the wellbeing of Aboriginal and Torres Strait Islander students and children, and create shared pride for Aboriginal and Torres Strait Islander cultures, contributions, identities and histories in the wider school community

Create annual programs that provides opportunities for our Aboriginal and Torres Strait Islander students to celebrate their cultural identities, contributions, identities and histories�

Continuing and further developing the Barrambin Yarning Group program in collaboration with our Cultural Mentor� Ensuring the program includes opportunities for cultural incursions, excursion, immersion, time on country and community engagement throughout the year Also utilising the Barrambin Room as the cultural safe space for the Barrambin students’ Friday afternoon gatherings, which provides them with weekly support, mentorship and cultural sharing. Expand the Barrambin Yarning Group to welcome non-indigenous students to participate once a term

Create a ‘Spring Hill Community Indigenous Network’ by further developing our ‘Cultural Collaboration Days’ with All Hallows’ School and other First Nations students from neighboring schools such as St James College, Brisbane Grammar School and Brisbane Girls Grammar School. Together, host termly gatherings for First Nations students to build community through a social group, support network and engaging deeper in cultural sharing Additionally, provided opportunity for these gatherings to include the opportunity for First Nations parents and families to connect�

Explore the opportunity to nurture relationships with primary schools in Brisbane with high indigenous enrolments with the objective to have Terrace recognised as a culturally safe school for future indigenous applicants. Develop a booklet that can be shared with these primary schools, which highlights our cultural opportunities in the College such as the Barrambin Yarning Group program, Bursary program and the College’s Reconciliation and cultural integration journey. Also, consider developing an ‘Open Day’ style event that is presented by the Barrambin Yarning Group for prospective future students and their families�

Continue the relationship with Lady Gowrie Kindergarten, which provides the Barrambin Yarning Group the opportunity to practice their cultural leadership by sharing culture, dreamtime stories, dances and language with the kindergarten children�

Faith and Culture Coordinator

Cultural Mentor

RAP Actions

Relationships around the School

Action

Aboriginal and Torres Strait Islander Representation on Committees

Commitment

Goal

Deliverable

Assigned

We commit to inviting Aboriginal and Torres Strait Islander staff, parents/carers and community members to be active representatives on our College’s committees 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

Ensure Aboriginal and Torres Strait Islander perspectives inform decision-making processes across the curriculum, identity and pastoral aspects of College life�

Create opportunities for collaboration between Heads of Faculty and Cultural Mentor as facilitated by Program Leader Mission Integration This is to evaluate where indigenous perspective can be integrated into subject areas�

Continue consulting our Cultural Mentor around Aboriginal and Torres Strait Islander decision making within the College

 Heads of Faculty  Program Leader Mission Integration

Action Cultural Competence for Staff

Commitment

Goal

Deliverable

Assigned

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�

Deliver cultural competence and awareness training to the staff community in a variety of modes and resources aligned to the EREA’s Cultural Practice Tool, policies and procedures�

Develop and implement College protocols, guidelines and templates that are inclusive of respectful language, as well as resources for Welcome to Country, Acknowledgement of Country, and other local protocols that are informed by local Elders and sensitive to the diversity of Aboriginal and Torres Strait Islander cultures and protocols across Australia Formalise the College’s our cultural integration and protocols within a staff induction booklet

Develop a staff professional development day accessible to all College staff which help form their cultural/spiritual competency and understanding This day is to be facilitated by Aboriginal and Torres Strait Islander leaders, organisations and educators

Work with the College’s Compliance Officer to include a cultural safety module in the Staff Learning System as part of the mandatory compliance modules conducted at the start of each year

 Faith and Culture Coordinator

 Dean of Identity

 Compliance Department

 College Leadership Team

Action Reconciliation Projects

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

Commitment

Goal

Deliverable

Assigned

Through this culture of collaboration across the College and with the community, we commit to creating an environment where young people, staff and community members acknowledge, respect and experience connection to the First Australians�

Engage with communities, schools, immersion projects and indigenous organisations to embed Aboriginal and Torres Strait Islander histories and cultures into learning experiences and the physical environment

Collaborate on reconciliation through relationships with schools such as All Hallows’ School, St James College, Brisbane Girls Grammar School, Brisbane Grammar School and schools within the EREA network

 Faith and Culture Coordinator

RAP Actions

Relationships within the

Community

Action

Celebrate National Reconciliation Week

Commitment

Goal

Deliverable

Assigned

Action

Commitment

Goal

Deliverable

Assigned

Our College community acknowledges and honours 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 with the community NRW 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

Acknowledge and commemorate National Reconciliation Week in a meaningful way

During National Reconciliation Week have truth telling histories integrated into curriculum and class lessons where appropriate as guided by our Cultural Mentor

Establishing a reconciliation ritual within the College that acts as a reminder and symbol of our commitment This ritual is the lighting of our Reconciliation Candle alongside our College candle This is not limited to during Reconciliation Week but rather all year at all College events and ceremonies�

 Heads of Faculty

 Studies Department

 Identity Department

Build Relationships with Community

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

Develop and maintain relationships with Aboriginal and Torres Strait Islander departments of education providers, businesses and industry to enhance post-school pathways for graduating students�

Supporting graduated Barrambin Yarning Group students with post school pathways, opportunities, careers, mentorship and cultural programs� This includes promoting programs such as “Fellaship’ and other career opportunities provided by QTSIF� This may also include seeking work experience opportunities at Ngutana-Lui

 Faith and Culture Coordinator

 Dean of Identity

 Cultural Mentor

 College Career Counsellor

Action Reconciliation Network

Commitment

Goal

Deliverable

Assigned

We commit to establishing or joining formal external reconciliation networks to mutually support and collaboratively progress reconciliation initiatives�

Enhance working relationships with schools in and outside of the EREA network to develop opportunities and enrich experiences for Aboriginal and Torres Strait Islander students�

Create a ‘Spring Hill Community Indigenous Network’ of First Nations students from neighboring schools such as St James College, Brisbane Grammar School and Brisbane Girls Grammar School. This is to also include once a semester gatherings, which have an openinvitation to non-indigenous students to participate and for First Nations students to bring a friend along to share culture� These once a semester gathering may include additional EREA schools such as Ambrose Treacy College and St Laurence’s College

Develop relationships with EREA Schools Beyond Boarders to establish the opportunity for cross-cultural sharing� The objective is to provide a platform for students to share their stories and culture with First Peoples of other countries This program is to initially start with connecting with EREA schools in Canada, New Zealand and Africa

Continue supporting Brisbane Girls Grammar School in their Reconciliation journey.

Continue the termly cultural collaboration opportunities with All Hallows’ School

 Identity Department

Action

Commitment

Goal

RAP Actions Respect in the Classroom

Teach about Reconciliation

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 This understanding also helps to strengthen engagement with our College’s RAP by positioning it within the broader story of reconciliation in Australia

Create opportunities that explicitly acknowledge and legitimise the College’s commitment to reconciliation and the embedding of Aboriginal and Torres Strait Islander cultures and histories by honouring these at prominent College events and across communication modes

Continue the Dadirri Lenten Program that is conducted in House Groups. The program brings together our Catholic Faith with Indigenous Spirituality and educates students on First Nations relationship to the land over the season of Lent

Continue to include an Acknowledgement of Country as a feature of College publications, communications and website Ensure all College events, gatherings, masses and liturgies commence with an Acknowledgement of Country or when possible Welcome to Country led by a traditional owner

Deliverable

Assigned

Educate for action by incorporating reconciliation as a part of the Senior Leaders formation at their annual induction camp This includes Senior Leaders writing their own personalised Acknowledgement of Country to utilise at College and House events/assemblies

Continue the annual Reconciliation Induction program for new Year 5 students as a part of their introduction to College life at Terrace This program runs across three class sessions The program concludes with a ceremony where all Year 5 students are presented with their Reconciliation Badge. Each of the three sessions are to incorporate First Nations members of our community as guest speakers, including our Barrambin Yarning Group.

 House Deans

 Identity Department

 Communications Department

 Program Leader Year 5 and 6

Action

Teach about Days of National Significance

Commitment

Goal

Deliverable

Assigned

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 We also commit to including Aboriginal and Torres Strait Islander perspectives when teaching about other national days, such as 26 January (Australia Day) and Anzac Day.

Recognise significant days for our First Nations People

Draw attention to and educate the Terrace Family on the Days of National Significance through College Assembly, House Assembly, Tuesday Morning Mass, AM PC, morning prayer, College newsletter articles and signature blocks on emails�

In collaboration with Cultural Mentor, create learning materials and other resources that assist with the education of Days of National Significance for both pastoral care and curriculum classes.

Further embedded nationally significant days for Aboriginal and Torres Strait Islander people such as Reconciliation Week, NAIDOC Week, Coming of The Light Day, Mabo Day, Aboriginal and Torres Strait Islander Youth Day, etc.

Incorporate in the Anzac Day Liturgy commemoration of Aboriginal and Torres Strait Islander servicemen and women�

 Identity Team

 Communications Team

Action Explore Current Affairs and Issues

Commitment

Goal

Deliverable

Assigned

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 done through curriculum delivery, policies and procedures, and will be integrated into the ethos of our College

Continue to facilitate and nurture a safe respectful climate within the College, where current affairs and issues significant to First Nations Peoples and the process of reconciliation can be raised and discussed in an informative, appropriate and inclusive manner to help with how students and staff better understand and empathise with First Nations Peoples�

Create opportunities for staff and students to participate in the Barrambin Yarning Group’s Friday afternoon yarning sessions where an open forum is facilitated by our Cultural Mentor to discuss current/relevant affairs and issues that are of particular significance to Aboriginal and Torres Strait Islander peoples and the process of reconciliation�

 Identity Department

 Cultural Mentor

RAP Actions

Respect around the School

Action

Acknowledgement of Country

Commitment

Goal

Deliverable

Goal

Deliverable

Our College recognises the continuing connection of Aboriginal and Torres Strait Islander peoples 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

Engage the Terrace Family in understanding the significance of Aboriginal and Torres Strait Islander cultural protocols, such as Welcome to Country and Acknowledgement of Country, to ensure there is a shared meaning and understanding

Where appropriate, embed in the curriculum the opportunity for students to learn about Acknowledgement of Country and Welcome to Country and the difference between the two Also provide students the guidance to write their own personalised acknowledgement, which includes the sharing of their own story and family heritage�

Educate and inform staff about the importance and tradition of Acknowledgement of Country and Welcome to Country and the difference between the two Facilitate the opportunity for staff to write and share their own personalised acknowledgement of country

Visibly Demonstrate Respect for Aboriginal and Torres Strait Islander Cultures

We commit to demonstrating our respect for Aboriginal and Torres Strait Islander histories and cultures in the physical environment of our College We understand that making our respect visible in the learning environment through the incorporation of meaningful, relevant and culturally appropriate art, artefacts and symbolism reinforces our work toward reconciliation� It also makes our intentions and actions clear to our students, parents and the broader community

We visibly display reconciliation and First Nations culture throughout the College as we embrace this as a part of our national identity and school identity

Continue to reinforce the importance of staff and students wearing the College's Reconciliation Badges Continue to define the significance of this symbolism through various reconciliation formation programs

Continue to visibly display the College’s Reconciliation Artwork, symbols and meaningful culturally appropriate text around the College�

Integrate the Reconciliation Panels and Reconciliation Artwork in Duhig Place as a learning resource for classroom curriculum

Utilise and integrate the Barrambin Room as a part of staff and student formation.

RAP Actions

Relationships around the School

Action

Commitment

Aboriginal and Torres Strait Islander Flags

Our College 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

Deliverable

Fly the First Nations flags on the College campus

Continue to have First Nations flags processed in at College Masses, as well as present in the College Chapel

Continue to fly First Nations flags in the school yard

Install new flag poles so the First Nations flags are equal height to the College and Australian flags

Assigned  Identity Department

Action Against Racism

Commitment

Goal

Deliverable

Assigned

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

Commit to professional development for cultural awareness and safety for all staff and students

Formalise a system as part of the behaviour management process to guide students and staff in cultural awareness�

Include in the student Code of Conduct in the College diary the expectation of culturally appropriate behaviour

Support First Nations students in feeling safe and confident to report any culturally inappropriate or insensitive behaviour

 College Leadership Team

 Dean of Identity

 Dean of Students

Action Curriculum Planning

Commitment

Goal

Deliverable

Assigned

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 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

Conduct a curriculum review to identify where First Nations culture, spirituality, history and contributions have and can be effectively embedded across subject areas for a more culturally inclusive curriculum

Complete a review of current practices and units of work by senior leaders of the College to identify the extent to which the cross-curriculum priority of Aboriginal and Torres Strait Islander histories and cultures are already embedded, and to identify opportunities for strengthening the representation of this content in the curriculum

Collaborate with middle and senior curriculum leaders to map their curriculum areas in line with the cross-curriculum priority of Aboriginal and Torres Strait Islander histories and cultures

Develop a committee of teachers who support the Program Leader Mission Integration in the review process and planning of curriculum and inclusion of First Nations perspective

 Program Leader Mission Integration

 Heads of Faculty

 Cultural Mentor

Action Inclusive Policies

Commitment

Goal

Deliverable

Assigned

All staff in our College 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 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

The culture of the College is reflective of an inclusive community as staff and students comply with the policies set out in our RAP

Ensure staff comply with the policies set out in our RAP

Review internal policies to ensure that they are inclusive of Aboriginal and Torres Strait Islander peoples and increase knowledge of Aboriginal and Torres Strait Islander histories and cultures in Australia�

Offer opportunities for staff to engage with and develop an understanding of policies that refer specifically to improving educational outcomes for Aboriginal and Torres Strait Islander people�

 Identity Department

Action

Commitment

Staff Engagement with RAP

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

Deliverable

Assigned

Staff are meaningfully engaged in the process of achieving the deliverables in our Reconciliation Action Plan

Provide regular updates on the progress of the College’s RAP through termly articles in the College’s ‘Touchstone’ Newsletter, including highlighting various staff who have demonstrated and created opportunities for curriculum integration and indigenous perspective in their classes

Staff are provided with the RAP document annually and formed on how they can contribute to meeting the deliverables of our RAP�

 Identity Department

Action Celebrate RAP Progress

Commitment

Goal

Deliverable

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

Celebrate the progression and implementation of our Reconciliation Action Plan with the College Community�

Report RAP achievements, challenges and learnings through a variety of communication modes to the College community

Report half-yearly on RAP actions to the College Leadership Team and School Advisory Council

Once a term convene a RAP committee meeting to review and evaluate the progression of achieving RAP criteria�

Assigned  Faith and Culture Coordinator

Action

Commitment

Aboriginal and Torres Strait Islander Languages

We acknowledge the importance of language maintenance and revitalisation efforts and will provide students and children with opportunities to learn – or learn about – the First Language of their local area�

Goal

Deliverable

Assigned

Under the guidance of our Cultural Mentor, the use of First Language is incorporated in College life

Seek opportunities for the naming of spaces and buildings in the First Language of the local area on which our campuses reside

Incorporate First Language into the life of the College in a meaningful way as guided by our Cultural Mentor through a Language Ceremony that hands over words and phrases to be used in the College

Provide opportunity for First Nations students to develop their language

 Identity Department

 Cultural Mentor

 College Leadership Team