Haileybury Rendall School | Reconciliation Action Plan

Narragunnawali Reconciliation in Education

Reconciliation Action Plan 2022

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Vision for Reconciliation Acknowledgement of Country

About Us

Message from Haileybury Rendall School

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Message from the Larrakia Nation Aboriginal Corporation

Message from the RAP Working Group

Our Reconciliation Action Plan Working Group

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Narragunnawali Reconciliation in Education

RAP Actions

Stars Foundation

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Clontarf Foundation

Our Artists

Our Communities

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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

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About Us Haileybury

Haileybury Rendall School

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).

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.

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.

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.

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Message from

Haileybury Rendall School Haileybury Rendall School sits on Larrakia Country. We respect and pay due courtesy to the Traditional Custodians 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 a culturally competent organisation. Our Plans thus far have ensured our staff have a better understanding of the implications our beliefs and everyday practices

have upon Aboriginal and Torres Strait Islander people. We are excited by the opportunities this year holds, as the Principal’s Indigenous Advisory Committee meets throughout the year to provide a cultural lens for the leadership of the School. This group will have responsibility for developing an implementation plan for our new Indigenous Employment Strategy. A review of our curriculum will be completed, providing opportunities to embed Aboriginal and Torres Strait Islander perspectives, cultures and true histories within our learning areas for students of all ages. Our policies and key procedures will be reviewed, to ensure they are educative and inclusive of Aboriginal and Torres Strait Islander people.

The intention of this Reconciliation Action Plan is to ensure cultural awareness is embedded in our daily practices and overarching policies and procedures; key elements of becoming culturally sensitive.

We are creating a vibrant culture at Haileybury Rendall School, where cultural diversity is valued, supported and celebrated. We look forward to the learning experiences that this journey brings and welcome the support and guidance from our wider community along the way.

Mr Andrew McGregor Principal

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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 Rendell 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 Rendell 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

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Message from the RAP Working Group The Haileybury Rendall School Community has made significant growth within reconciliation and cultural competency since our first Reconciliation Action Plan in 2019. 2022 brings in many new members to the RAP Working Group who are passionate about making genuine change at Haileybury Rendall School and the wider community through staff professional development, curriculum changes and authentically embedding Indigenous perspectives.

Last year, the visit of Thomas Mayor at our National Reconciliation Week assembly sparked conversation in all members of the Haileybury Rendall School community about the Uluru Statement of the Heart, and how we could enact our support. In 2022, the National Reconciliation Week events are planned to be organised by non-Indigenous staff to Be Brave and Make Change in their classrooms and personal learning journey.

All staff have been offered the tour of Significant Sites for Larrakia people. Experiencing this rich history firsthand will enable deeper understanding on the significance of the country where we are based.

Reflecting on the 2021 RAP journey shows the focus of a community and school-wide approach is vital in the journey toward reconciliation. Education is the key. We must learn why there is a RAP Working Group, experiencing history and what our individual roles are in this journey. The 2022 RAP has a strong focus on educating all staff on the true history of Australia and their role in reconciliation.

While education is one of the major components for staff and students to become more culturally competent and accepting, to ensure the longevity of the group’s goals, the 2022 RAP will look towards incorporating Aboriginal and Torres Strait Islander people through an employment strategy. This will ensure that decision making, and actions are not just made with an Indigenous perspective in mind but are genuinely incorporating an Indigenous voice into the fabric of the organisation.

Jye Strugnell

Shane Excell

Chair, RAP Working Group

Co-Chair, RAP Working Group

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Our Reconciliation Action Plan Working Group Since 2019, our Reconciliation Action Plan Working Group has been responsible for reviewing our progress and the subsequent planning of a new Reconciliation Action Plan for the year. Our Working Group consists 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.

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 Assistant Principal – Pastoral Care.

In an exciting development this year, our Indigenous Cultural Representative, Jye Strugnell, accepted the position as our inaugural Indigenous Co-Chair.

She, along with our Community Members and other Indigenous staff, will provide cultural guidance and leadership throughout the year.

The voices of Indigenous and non-Indigenous students will be heard, via standing items in relevant Social Justice and Leadership meetings throughout the year.

Pleasingly, this year’s RAP Working Group is large in number, with a diverse range of staff involved. The Reconciliation Action Plan is extensive and hopes to build upon the level of Cultural Awareness already established. It is intended that we embed an improved level of understanding about Aboriginal and Torres Strait Islander histories, peoples and cultures within the curriculum and display more informed practices throughout the School; core elements of a culturally sensitive organisation.

Reconciliation Action Plan Working Group Members Andrew McGregor

Principal

Jye Strugnell

Co-Chair Indigenous Cultural Representative Nykinya and Yaruwu Woman

Shane Excell

Co-Chair Teaching Representative Junior School

Bilawara Lee

Community Member & Cultural Advisor Senior Larrakia Elder

Jason Elsegood

Community Member & Cultural Advisor Jingili Man

Latisha Marranytya

Aboriginal and Islander Liaison Officer Ngengi’wumirri woman

Felicity Pearson

Deputy Principal

Susan Colacino

Assistant Principal – Pastoral Care

Dennis Nowak

Executive Member Head of Boarding

Michelle Shaw

Executive Member Head of Early Learning Centre

Ian Smith

Executive Member Head of Aboriginal Community Relations

Monique Fewkes

Head of Indigenous Education

Emily Fryer

Head of Indigenous Well-Being

Constantin Gerasimon

Head of Outdoor Education

Anita Maertens

Head of Library Services

Kirrilly McKenzie

Head of Languages

Alister Hadley

Coordinator Outdoor Education and School Activities

Allison Harding

Teaching Representative Early Learning Centre

Phoebe O’Loughlin

Teaching Representative Middle School and Senior School

Tina Trudgen

Teaching Representative Junior and Middle School

Emma Puddy

School Counsellor

Esther Gounder

School Counsellor – Indigenous Students

Lucy Thompson

Teacher’s Assistant – Individual Needs Non-Teaching Representative Secondary School

Sarah Wood

Teacher’s Assistant – Indigenous Education Non-Teaching Representative Secondary School

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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

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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

Ian Smith, Shane Excel, Jye Strugnell, Kirrilly McKenzie, Monique Fewkes, Felicity Pearson

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

Michelle Shaw, Allison Harding

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

Michelle Shaw, Jye Strugnell, Dennis Nowak

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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

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.

Assigned to

Michelle Shaw, Jye Strugnell, Dennis Nowak

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

Ian Smith, Allison Harding, Shane Excell, Tina Trudgen, Dennis Nowak

Action

Cultural Competence for Staff

Commitment

We will reflect on our current level of cultural competence and provide staff with a range of opportunities to build and extend their knowledge and understanding of Aboriginal and Torres Strait Islander cultures.

Goal

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

Assigned to

Ian Smith, Alister Hadley, Dennis Nowak

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, Tina Trudgen, Lucy Thompson

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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, Dennis Nowak

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, Jye Strugnell, Tina Trudgen

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, Emma Puddy

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

Felicity Pearson, Ian Smith

Action

Cultural Competence 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

Ian Smith

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, Emily Fryer

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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

Jye Strugnell, Shane Excell

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

Shane Excell, Jye Strugnell

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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

Jye Strugnell, Constantin Gerasimon, Kristy McKenzie, Shane Excell

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 rooms and classrooms.

Assigned to

Ian Smith, Dennis Nowak, Kirrilly McKenzie

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

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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

Jye Strugnell

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, Dennis Nowak

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, Dennis Nowak

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

Ian Smith

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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

Jye Strugnell, Felicity Pearson, Constantin Gerasimon

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

Jye Strugnell, Shane Excell, Kirrilly McKenzie

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 cultures.

Assigned to

Jye Strugnell, Felicity Pearson, Ian Smith

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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, Dennis Nowak

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

Jye Strugnell

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

Jye Strugnell

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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

Ian Smith, Constantin Gerasimon, Tina Trudgen, Shane Excell

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

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, Shane Excell, Kirrilly McKenzie

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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.

The program is based around four key pillars of personal development: > > >

Healthy Lifestyles Wellbeing Employment, Education & Training

Community, Culture & Leadership.

The key to the success of the program is our full-time, on-site mentors, who provide our girls with the intensive daily support they need to identify and achieve their goals and reach their full potential.

We support both boarders and day students by offering a wealth of activities, such as sport, cooking classes, art, workshops and health information and advocacy. Community and volunteering activities are also provided to support the girls to build their confidence and give them opportunities for personal growth. Cultural activities and camps that connect us to country and increase wellbeing and pride in identity, are a strong focus of our program.

Stars also run a successful life skills and transitions program to prepare the girls for life after school and employment or further study.

Leicholn McKellar Program Coordinator, Haileybury Rendall School

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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/s is eligible to participate in the Clontarf program.

Through the use of supportive relationships and environment, the boys develop improved self-esteem and confidence which enables them to participate in education, employment and society in a more positive way.

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

Duane Von Senden Academy Director, Haileybury Rendall School

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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.

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.

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.

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.

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Title: Ride with the tide Materials: Ink and acrylic

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Shereece King

paint on canvas.

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

Date: 2022

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 Materials: Acrylic

paint on canvas.

Date: 2022

Emma Lewis My name is Emma and I am a proud woman from Alyawarre Country, just north of Alice Springs.

I find my artwork to be relaxing, where I can create my own version of our wonderful world. My painting represents jellyfish free-swimming in the ocean, allowing the tide to take them to new places. A bit like my move to Darwin to continue my education.

Hayden Wilson

Rahiri Bedggood

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 am a Garrawa and Gurrangi man from Borroloola. My dreaming is Abunubunu – the file snake.

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!

My elders showed me their work and encouraged me to paint and because of this, I always wondered if I could do something similar.

My artwork depicts people relaxing around a campfire as a large kangaroo appears, jumping around the area and providing entertainment for the people to see such a lovely animal like this up close.

Title: Ngangi Materials: Acrylic

Title: Untitled Materials: Acrylic

Date: 2021

Date: 2021

paint on canvas.

paint on canvas.

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R E C O N C I L I AT I O N AC T I O N P L A N 2 0 2 2 Title: Garuwa Country Materials: Acrylic paint on canvas.

Title: Untitled Materials: Acrylic

paint on canvas.

Title: Untitled Materials: Acrylic

paint on canvas.

Date: 2022

Braithan Baker

Teniwah Simpson

Tinaysha Young

I am from Borroloola on Yanyuwa Country, where people come one of four clans – two are saltwater and two are freshwater clans. I belong to the Garrwa Clan.

I am a Walpiri/Alyawarre/ Arrente/ Warramunga woman from Alekarenge, situated at the Dog Dreaming Site in the Northern Territory

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

This painting is of the riverways of my Country. The boomerangs symbolise the hunting that takes place on the rivers. In the centre of the painting is the nest of the Rainbow Serpent; the creator of all life. When I am on Country I feel happy, relaxed and at peace.

The Rainbow Serpent inspired me to paint this artwork because it fills up some waterholes. The circles represent the waterholes, connected by rivers.

This painting represents my mother, who is the leader of our family. The flower is her favourite; she grew up around it. She tells the story of how she was lost in the bush and this flower lead her home. The dots represent the trails of the butterfly.

Title: Rainbow Serpent Materials: Lino Print on Paper.

Title: Untitled Materials: Acrylic

Title: Barramundi Materials: Acrylic

paint on canvas.

paint on paper.

Athlena Forbes

Shoniqua King

Lloyd McCann

I come from Bulman-Weemol on GulinGulin Country. My dreaming is Emu and my totem is Kangaroo.

I am from Kalkarindji and speak Gurindji.

My dreaming is Mud Crab and my totem is Dingo.

I am from Bob’s Yard, near Timber Creek on Ngaringma Country. My Totem is Shark.

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.

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.

The background of my painting shows the different places you can hunt for barramundi – saltwater, freshwater, billabongs and lakes. I like hunting for barramundi, I feel happy and excited when I’m hunting on my Country.

R E C O N C I L I AT I O N AC T I O N P L A N 2 0 2 2

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