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Learning Framework

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We respect and honour Aboriginal and Torres Strait Islander Elders past, present and future. We acknowledge the stories, traditions and living cultures of Aboriginal and Torres Strait Islander peoples on this land and commit to building a brighter future together.

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The #NRW2025 theme, Bridging Now to Next, reflects the ongoing connection between past, present and future in our reconciliation journey.

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https://sharingstoriesfoundation.org/education/

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We are all part of the story

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Indigenous Knowledge Resources for Australian School Curricula Project

The Aboriginal and Torres Strait Islander Curricula Project is a University of Melbourne initiative which aims to empower all teachers to integrate Aboriginal and Torres Strait Islander histories and cultures in their teaching using these curriculum resources that incorporate Indigenous knowledge.

The project is a partnership between the Indigenous Studies Unit (Centre for Health Equity, MDHS), the Melbourne Graduate School of Education and the Indigenous Knowledge Institute.

Browse/ search by learning area

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The development of these resources was funded through an Australian Government initiative delivered by the University of Melbourne's Indigenous Studies Unit. The resources include the views, opinions and representations of third parties, and do not represent the views of the Australian Government. They have been developed as a proof of concept to progress the inclusion of Aboriginal and Torres Strait Islander content in Australian classrooms. In drawing on the material, users should consider the relevance and suitability to their particular circumstances and purposes.
Project Team
Professor Marcia Langton AO Indigenous Studies Unit, Faculty of Medicine, Dentistry and Health Sciences
Professor Marcia Langton AM is an anthropologist and geographer, and since 2000 has held the Foundation Chair of Australian Indigenous Studies at the University of Melbourne. She has produced a large body of knowledge in the areas of political and legal anthropology, Indigenous agreements and engagement with the minerals industry, and Indigenous culture and art. Her role in the Empowered Communities project under contract to the Department of Prime Minister and Cabinet and as a member of the Expert Panel on Constitutional Recognition of Indigenous Australians are evidence of Professor Langton's academic reputation, policy commitment and impact, alongside her role as a prominent public intellectual.
Professor Jim Watterston Dean, Melbourne Graduate School of Education
From his first job as a teacher in a rural Indigenous classroom in his home state of Western Australia to his appointment as the Dean of the Melbourne Graduate School of Education at the University of Melbourne, Professor Jim Watterston brings more than 35 years of successful experience across a diverse range of educational roles and sectors. Jim spent his first ten years in the profession as a teacher before being promoted to the position of principal in a range of primary and secondary schools.

He then progressed to the role of Regional Director in WA and Victoria before he was appointed as the Deputy Secretary of the Victorian Education Department, and Director General of both the ACT and, most recently, Queensland Departments of Education and Training. Jim was awarded a Doctorate in Education at the University of WA in 2004.
Dr Kirsten Smith Indigenous Studies Unit, Faculty of Medicine, Dentistry and Health Sciences
Dr Kristen Smith is a medical anthropologist in the Indigenous Studies Unit. Her interdisciplinary work traverses the fields of anthropology, epidemiology, human geography, public health and health promotion.
Tahlia Eastman Indigenous Studies Unit, Faculty of Medicine, Dentistry and Health Sciences
Tahlia Eastman is a Research Fellow in the Indigenous Studies Unit with a background in Indigenous health policy. Tahlia has Palawa ancestry from the north-west coast of Tasmania. Tahlia is currently undertaking her PhD, focusing on the link between Aboriginal identity and youth mental health.
Dr Melitta Hogarth Melbourne Graduate School of Education
Melitta Hogarth is a Kamilaroi woman who is the Assistant Dean Indigenous and a Senior Lecturer in the Melbourne Graduate School of Education. Prior to entering academia, Melitta taught for almost 20 years in all three sectors of the Queensland education system specifically in Secondary education.

Melitta's interests are in education, equity and social justice. Her PhD titled "Addressing the rights of Indigenous peoples in education: A critical analysis of Indigenous education policy" was awarded both the QUT and Faculty of Education Outstanding Thesis Awards and was awarded the Ray Debus Award for Doctoral Research in Education.
Dr Sophie Rudolph Melbourne Graduate School of Education
As a non-Indigenous Australian, I have had a long-standing interest in exploring issues of social justice, diversity and equity in education and, in particular, the impact that colonial history has on present day inequalities in Australia. These interests frame my teaching and research practices.

My research includes sociological and historical examinations of education and investigates issues of curriculum, pedagogy and politics in education, policy and practice. My work is informed by critical and post-structuralist theories and aims to offer opportunities for working towards social change.
Dr Katherine Coleman Melbourne Graduate School of Education
Kathryn Coleman is a feminist, artist, researcher and teacher who lives and works in Kulin Nation. Her work focuses on the integration of digital pedagogies and digital portfolios for sustained creative practice, assessment and warranting of evidence across education sectors.

Kate's praxis includes taking aspects of her theoretical and practical work as a/r/tographer to consider how artists, artist-teachers and artist-students use site to create place in digital and physical practice.

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Aboriginal and Torres Strait Islander School Curricula

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The Aboriginal and Torres Strait Islander Curricula Project is a University of Melbourne initiative which aims to empower all teachers to integrate Aboriginal and Torres Strait Islander histories and cultures in their teaching using these curriculum resources that incorporate Indigenous knowledge.

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Classroom Activities

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By selecting from the themes below, you can enjoy some of the videos, images, quizzes and activities presented in the resource. And questions are provided to help you investigate the five themes.

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The Cultural Competence Program (CCP) is an online training course aimed at building capability around cultural diversity in the workplace. It features engaging multimedia learning modules and a wealth of resources.

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Australia Day or Invasion Day?

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Using the ideas about Australia Day presented by Lex, Nathan, Jess and Mohamed complete the following activity, Connect Extend Challenge. This activity allows you to think more deeply about what you watched.

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Only some aspects of your culture can be seen by strangers, with the majority remaining hidden or internal.  Visible culture consists of your behaviour, customs, appearance, and dress.
https://goo.gl/gTiy29

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What does it mean to be Culturally Competent?

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This week on We Hear You, Rhonda Livingstone, ACECQA's National Education Leader, writes about cultural competence.
Cultural competence is about our will and actions to build understanding between people, to be respectful and open to different cultural perspectives, strengthen cultural security and work towards equality in opportunity. Relationship building is fundamental to cultural competence and is based on the foundations of understanding each other's expectations and attitudes, and subsequently building on the strength of each other's knowledge, using a wide range of community members and resources to build on their understandings.[1]

We have known for a long time about the importance of respecting diversity and embedding a range of cultures in early childhood education and care programs. However the term, cultural competence, is relatively new to many working in the education and care sector, having been introduced in the Early Years Learning Framework for Australia and the Framework for School Age Care.

Over the past two or three decades we have endeavoured to challenge and address injustice, racism, exclusion and inequity through legislation, awareness raising, rights education and an anti-bias curriculum. Cultural competence reinforces and builds on this work.

So what does cultural competence mean and why is it so important for children to have their culture and cultural backgrounds acknowledged, respected and valued?

Underlying cultural competence are the principles of trust, respect for diversity, equity, fairness, and social justice... Culture is the fundamental building block of identity and the development of a strong cultural identity is essential to children's healthy sense of who they are and where they belong.[2]

It is more than being respectful of the cultures represented in the service or even the community. It is much more than awareness of cultural differences, more than knowledge of the customs and values of those different to our own.

Cultural competence is the ability to understand, communicate with and effectively interact with people across cultures. Cultural competence encompasses:

being aware of one's own world view

developing positive attitudes towards cultural differences

gaining knowledge of different cultural practices and world views

developing skills for communication and interaction across cultures.[3]

Supporting this view, the Secretariat of National Aboriginal and Islander Child Care (SNAICC) identifies that cultural proficiency "requires more than becoming culturally aware or practising tolerance". Rather, it is the ability to "identify and challenge one's own cultural assumptions, values and beliefs, and to make a commitment to communicating at the cultural interface".[4]
Links with the Learning Frameworks
Cultural competence is a key practice in the learning frameworks, and the notion of cultural competence is embedded throughout. For example, principles within the learning frameworks relevant to cultural competence include fostering secure, respectful and reciprocal relationships, partnerships, high expectations and equity and respect for diversity.

Issues of respecting and valuing diversity and culture are embedded in the Being, Belonging, Becoming themes of the Early Years Learning Framework. This framework acknowledges there are many ways of living, being and of knowing. Children are born belonging to a culture, which is not only influenced by traditional practices, heritage and ancestral knowledge, but also by the experiences, values and beliefs of individual families and communities. Respecting diversity means, within the curriculum, valuing and reflecting the practices, values and beliefs of families.

There are links to cultural competence in Learning Outcome 2 - Children are connected with and contribute to their world, including:

children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation

children respond to diversity with respect

children become aware of fairness

children become socially responsible and show respect for the environment.

It is also important to remember that a guiding principle of the Education and Care Services National Law is that Australia's Aboriginal and Torres Strait Islander cultures are valued.
What does cultural competence look like in practice?
Educators who are culturally competent respect multiple cultural ways of knowing, seeing and living, celebrate the benefits of diversity and have an ability to understand and honour differences. Educators also seek to promote children's cultural competence.

In practical terms, it is a never ending journey involving critical reflection, of learning to understand how people perceive the world and participating in different systems of shared knowledge.

Cultural competence is not static, and our level of cultural competence changes in response to new situations, experiences and relationships. The three elements of cultural competence are:

These are important at three levels:

1. individual level - the knowledge, skills, values, attitudes and behaviours of individuals

2. service level - management and operational frameworks and practices, expectations, including policies, procedures, vision statements and the voices of children, families and community

3. the broader system level - how services relate to and respect the rest of the community, agencies, Elders, local community protocols.

While there is no checklist to tick off to identify culturally competent educators, we can start to build a picture of the attitudes, skills and knowledge required. For example, educators who respect diversity and are culturally competent:

have an understanding of, and honour, the histories, cultures, languages, traditions, child rearing practices

value children's different capacities and abilities

respect differences in families' home lives

recognise that diversity contributes to the richness of our society and provides a valid evidence base about ways of knowing

demonstrate an ongoing commitment to developing their own cultural competence in a two-way process with families and communities

promote greater understanding of Aboriginal and Torres Strait Islander ways of knowing and being

teach, role-model and encourage cultural competence in children, recognising that this is crucial to ensuring children have a sense of strong cultural identity and belonging

engage in ongoing reflection relating to their cultural competence and how they build children's cultural competence.

Ongoing reflection essential for the learning journey
A learning journey of cultural competence occurs when ongoing reflection and environmental feedback involves and supports educators to move along their culturally competent learning journey. The following diagram from the Educators' Guide to the Early Years Learning Framework (p26) is a useful tool to share with teams, to discuss and to identify how individuals are progressing on their learning journey.

There are also many reflective questions in the Guide and Learning Frameworks to provoke discussion and reflection. For example:

Who is advantaged when I work in this way? Who is disadvantaged?

What does cultural competence mean in your practice, for children, family, community and educators?

What do you know about the language/s that the children bring with them?

And the case study[5] of a project undertaken by educators to develop processes that value and use the expertise of Aboriginal people in local communities may offer some suggestions for starting similar projects.

[1] Educators' Guide to the Early Years Learning Framework p21 Educators' Guide to the Framework for School Age Care, p57

[2] Educators' Guide to the Early Years Learning Framework p23

[3] Framework for School Age Care in Australia p15 Early Years Learning Framework p16

[4] SNAICC 2012 Consultation Overview on Cultural Competence in Early Childhood Education and Care Services

[5] Early Years Learning Framework in Action p 27

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What does it mean to be culturally competent?

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This week on We Hear You, Rhonda Livingstone, ACECQA's National Education Leader, writes about cultural competence. Cultural competence is about our will and actions to build understanding between people, to be respectful and open to different cultural perspectives, strengthen cultural security and work towards equality in opportunity.

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Reconciliation in Schools and Early Learning

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Narragunnawali supports all schools and early learning services in Australia to develop environments that foster a high level of knowledge and pride in Aboriginal and Torres Strait Islander histories, cultures and contributions. Narragunnawali (pr

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Teaching resources - all year levels, all subject area

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Teaching resources - all year levels, all subject area

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teacher resources for australian curriculum

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Aboriginal and Torres Strait Islander histories and culture

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Teacher resources for Australian Curriculum

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Noongar Dictionary by Rose Whitehurst | Kaartdijin Noongar

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Second Edition 1997 To open the document click on the button below Noongar Dictionary

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'Dreaming' or 'Dreamtime' are English words that describe a rich Aboriginal and Torres Strait Islander concept. In reality, it is impossible to find words that adequately capture this core element of who we are but it's something you feel when you sit with us on our country and hear our stories with an open mind and heart.

Dreaming is more than a mythical past; it prescribes our connection as Aboriginal people with the spiritual essence of everything around us and beyond us. Dreaming stories are not in the past, they are outside of time - always present and giving meaning to all aspects of life.

Across Australia, we have different words for this concept, including Tjukurpa in central Australia, Bugari in Broome, and Wongar in north-east Arnhem Land. Many Aboriginal and Torres Strait Islander people prefer the use of the word Dreaming over Dreamtime.

The Dreaming is passed from generation to generation through stories, song, dance and art. This knowledge gives us special responsibility and is seen as a great honour.

For example, when we are taught a story or song about the travels of ancient creation spirits and ancestors from water-hole to water-hole, we become the holder of this essential knowledge.

The concept of Aboriginal Dreaming has been described as:

The veil separating physical life from existence outside of physical life is far less distinct and far more permeable than that experienced by non-Indigenous peoples.

The collective knowledge and wisdom of the grandparents and great-grandparents in their living state are absorbed into the collective 'resource bank' when they pass on into death.

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Our culture | Sections | Share Our Pride

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'Dreaming' or 'Dreamtime' are English words that describe a rich Aboriginal and Torres Strait Islander concept. In reality, it is impossible to find words that adequately capture this core element of who we are but it's something you feel when you sit with us on our country and hear our stories with an open mind and heart.

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National Voice for Childre

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SNAICC - National Voice for our Children

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We work to see Aboriginal and Torres Strait Islander children grow up healthy, happy and safe, connected to culture and Community.

Who We Are

Every child deserves a solid foundation in life. Our dedication to Early Childhood Development plays an important role in ensuring that all of our children receive the best possible start for lifelong learning and success.

Early Childhood Development

Safeguarding the wellbeing of Aboriginal and Torres Strait Islander children is of the utmost importance. We work to establish secure environments for children and families, creating communities where they can thrive.

Child & Family Wellbeing

We are committed to bridging educational and opportunity gaps for our children. By addressing systemic inequalities, all future generations will have access to culturally appropriate education and will not be over-represented in the child welfare system.

Closing the Gap

Purchase this year's Children's Day bag

We are excited to be providing 20,000 Children's Day bags to communities!

We've heard our communities and we are very excited to be able to increase the bags we produce each year so that you don't miss out! The bags are filled with activities, games and resources to help preschoolers, or children between the ages of three and five, develop a love of learning and play.

Celebrate the 2024 National Aboriginal and Torres Strait Islander Children's Day with our specially curated Children's Day Bag.

Purchase 2024 Children's Day bags

Early Years Support

Early Years Support is an early childhood education and care program aimed at strengthening Aboriginal and Torres Strait Islander community-controlled early years services, enabling them to offer high-quality, responsive and culturally strong resources for our children, families and communities.

Early Years Support

SNAICC Programs

Our programs and campaigns provide a strong National Voice for Aboriginal and Torres Strait Islander children, that work to support their safety, development and wellbeing.

Learn more about our work

Join Us

Be part of our advocacy efforts and stay informed about our initiatives.
Become a member today and add your voice to the cause.

Memberships

Menu

Search SNAICC - National Voice for our Children

The SNAICC - National Voice for our Children website is not compatible with Internet Explorer. Please use a modern browser such as Chrome, Firefox, Edge, or Safari for the best experience.

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SNAICC - National Voice for our Children

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SNAICC is the National Voice for Aboriginal and Torres Strait Islander children and families. Learn more about our organisation.

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Early Childhood Education - Building Belonging Toolkit

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Early Childhood Education | Australian Human Rights Commission

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Recognising that early childhood environments provide the ideal setting for children to begin learning about their rights and responsibilities, and to develop respect for those around them, the Australian Human Rights Commission has recently started working more closely with the early childhood education and care sector.

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Intercultural Understanding Toolkits

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Pathways and Toolkits | Asia Education Foundation

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Explore a range of toolkits that support teachers and school leaders, Asia capable teacher professional learning pathway, A professional learning pathway for the Asia capable leader

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Students develop intercultural understanding as they learn to value their own cultures, languages and beliefs, and those of others. They come to understand how personal, group and national identities are shaped, and the variable and changing nature of culture. The capability involves students in learning about and engaging with diverse cultures in ways that recognise commonalities and differences, create connections with others and cultivate mutual respect.
WA Curriculum link: https://goo.gl/2TvP9x

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The Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority is designed for all students to engage in reconciliation, respect and recognition of the world’s oldest continuous living cultures.

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Maree's Scoop.it resource collection

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An essential part of living with others in the diverse world of the twenty-first century. It assists young people to become responsible local and global citizens, equipped through their education for living and working together in an interconnected world.(Australian Curriculum)

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New Science elaborations addressing Aboriginal and Torres Strait Islander Histories and Cultures
https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/aboriginal-and-torres-strait-islander-histories-and-cultures/

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F-6 series exploring Aboriginal and Torres Strait Islander histories, peoples and cultures developed by Nelson in collaboration with the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS).

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Australian Institute of Aboriginal and Torres Strait Islander Studies

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Our Land, Our Stories is a landmark educational series exploring Aboriginal and Torres Strait Islander histories, peoples and cultures developed by Nelson, A Cengage Company in collaboration with the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS).

Developed over three years, with more than thirty five Aboriginal and Torres Strait Islander people contributing stories to the ground-breaking primary school resource, the series is a media-rich educational package developed for lower, middle and upper primary.

All resources explicitly link to the Australian Curriculum Aboriginal and Torres Strait Islander cross-curriculum priority - Aboriginal and Torres Strait Islander histories and cultures - through exploring the three key concepts of Country/Place, Culture and People.

The series was written by, and in consultation with, First Australians. It will immerse students in historical and contemporary stories of Indigenous Australia, and empower educators to confidently teach students about the richness and diversity of Aboriginal and Torres Strait Islander peoples, histories and cultures.

AIATSIS contribution to Our Land, Our Stories

Our Land, Our Stories is supported by rare photographs and audio-visual material, including over 450 images drawn from the AIATSIS collection. AIATSIS staff worked tirelessly researching and sourcing objects with one staff member alone looking at over 60,000 images.

The AIATSIS Rights team then spent many hours talking with families and communities from across the country about the use of the items from AIATSIS featured in the series. The process reflects AIATSIS' recognition of mainstream law such as copyright, and best practice protection of Indigenous Cultural and Intellectual Property which respects communities' right to control their traditional knowledge and cultural expressions.

Josie, one of the contributors from Our Land, Our Stories, practicing the ukulele with her grandmother.

Our Land, Our stories launch event

Our Land, Our Stories was launched at Parliament House on 30 July, 2019 by the Hon. Dan Tehan MP, Minister for Education and the Hon. Linda Burney MP, Shadow Minister for Indigenous Australians.

Four Indigenous school students from around Australia helped launch the series on the day. Josie, Shae, Orlando and Jayde feature prominently through the lower primary series, sharing aspects of their lives and cultures throughout the Big Books and Cards.

More information

The full set of Our Land, Our Stories educational resources is now available to order from Nelson, A Cengage Company.

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Our Land, Our Stories is a landmark educational series exploring Aboriginal and Torres Strait Islander histories, peoples and cultures developed by Nelson, A Cengage Company in collaboration with the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS).

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The first inhabitants of Australia's South West were the Aboriginal people, believed to have had a connection with the land for almost 50,000 years. Conservationists by nature, they were semi-nomadic hunter-gatherers who followed a six season calendar, still used by Aboriginal people today. The six seasons - Birak, Bunuru, Djeran, Makuru, Djilba and Kambarang - represent the seasonal changes we see across the South West annually.

Six Seasons

"Each season has a plant indicator that flowers in advance of each change," says Koomal Dreaming's Josh Whiteland. "Plants, animals and weather patterns coincide with each season, which runs for the duration of every second full moon. This determines where to forage, gather, hunt and camp."

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The world's oldest living culture The first inhabitants of Australia's South West were the Aboriginal people, believed to have had a connection with the land for almost 50,000 years. Conservationists by nature, they were semi-nomadic hunter-gatherers who followed a six season calendar, still used by Aboriginal people today.

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SERCUL https://www.sercul.org.au/product/noongar-symbols-set/

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Noongar Knowledge

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Wanju Wanju Kaartdijin Noongar - Welcome to Noongar Knowledge

Kaartdijin in Noongar means 'knowledge'. Noongar people have lived in the south-west of Western Australia for more than 45,000 years. The aim of the Kaartdijin website is to share the richness of our knowledge, culture and history in order to strengthen our community and promote wider understanding.

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Kaartdijin in Noongar means 'knowledge'. Noongar people have lived in the south-west of Western Australia for more than 45,000 years. The aim of the Kaartdijin website is to share the richness of our knowledge, culture and history in order to strengthen our community and promote wider understanding.

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Reconciliation Australia is proud to have launched the Narragunnawali Awards 2019 to recognise exceptional commitment to reconciliation in education across the country. Held biennially, the Narragunnawali Awards represent Australia's first national awards program for reconciliation in schools and early learning services. The Awards have been designed to recognise and celebrate educational environments - across the Government, Catholic and Independent sectors - that have implemented outstanding and genuine reconciliation initiatives. These schools and early learning services will be acknowledged for the ways in which they are strengthening and building relationships, respect, and providing meaningful opportunities in the classrooms, around the school or early learning service, and with local communities.
Award Categories
Schools: this category incorporates primary, secondary, senior secondary and combined schools within the Government, Independent or Catholic sectors.

Early Learning: this category incorporates early childhood education and care, preschool, family day care and out of school hours care services.

Reconciliation Australia, along with our Judging Panel, are pleased to announce the Finalists and Winners for the Narragunnawali Awards 2019:
Early Learning Category Schools Category
Winner: Forbes Preschool (NSW) Winner: Maclean High School (NSW)
Finalist: Barefoot Early Childhood (QLD) Finalist: Moolap Primary School (VIC)
Finalist: Tamborine Mountain State School (QLD)

Congratulations to these inspiring schools and early learning services, and many thanks to all those who submitted a nomination this year! It is wonderful to learn more from the growing community of practice around reconciliation in education!

"We were impressed by the calibre and creativity of the nominees this year. The important work that these children, students, teachers and broader communities are doing is part of a broader movement of Australians learning, unlearning and relearning our shared histories in schools and early learning services around the country" - Karen Mundine, CEO Reconciliation Australia

Early Learning Finalists

Winner

Forbes Preschool

Schools Finalists

Winner

Maclean High School

Geraldine Atkinson

Bangerang/Wiradjuri

Geraldine Atkinson is a Bangerang/Wiradjuri woman who has devoted her career to expanding the possibilities available to Koorie people through education. Geraldine is President of the Victorian Aboriginal Education Association Incorporated (VAEAI). Geraldine has made a significant impact in the area of Early Childhood, and has always regarded education as being the best instrument of progress.

Peter Buckskin

Narungga

Professor Peter Buckskin is a Narungga man from the Yorke Peninsula in South Australia. For over 40 years Professor Buckskin's passion has been the pursuit of educational excellence for Aboriginal peoples. Peter is Dean of Aboriginal Engagement and Strategic Projects at the University of South Australia.

Sharon Davis

Bardi Kija

Sharon Davis is a proud Bardi Kija woman who is committed to enhancing the Catholic education experience for Aboriginal students, families and communities in Western Australia and strengthening Aboriginal education for the benefit of all. Sharon is currently leading Aboriginal Education for Catholic Education Western Australia.

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Reconciliation Australia is proud to have launched the Narragunnawali Awards 2019 to recognise exceptional commitment to reconciliation in education across the country. Held biennially, the Narragunnawali Awards represent Australia's first national awards program for reconciliation in schools and early learning services.

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RAP

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Kaya (Hello) Dear Families

I was delighted to launch the Reconciliation Action Plan at the Grad -i-tude event last Tuesday 23rd November, 2016).

In the opening to the event I also introduced to the community, Neville Collard. Neville is a highly regarded, and respected Elder of the Noongar Community, and has been a friend to our school over many years. I am very pleased to say that Neville has agreed to 'adopt us' and become the Noongar Elder of our school.

On introducing Maggie Dent to Neville, Maggie described herself as the school's " Patron Saint", to which Neville, in his typically quick witted style replied, "...and I'm their Patron Noongar!" As they chatted, Neville & Maggie realised they grew up in the same area, and shared much in common.

As many of you know this land (boodjar) our school stands on is a very significant place to the Noongar people. Our School has always held respect for that, however this year we have developed a Reconciliation Action Plan (RAP), in order to acknowledge this heritage with greater intention and visibility.

I would like to thank the members of the RAP committee who have developed this plan (Paul, Lei, Audrey, Pamela & Johanna) as well as the many parents who contributed towards it. In particular I would like to mention Roni Forrest (AISWA, Future Footprints). Roni has generously provided guidance, resources and a representative Noongar perspective to our plan.

The RAP centres around the following key ideas.

That we must hear the stories of the past, and understand how the Noongar people lived on, cultivated and cared for this land for many thousands of years.

That we must also hear the stories of past injustice and recognise the ongoing impact this has had on communities.

That we celebrate and embrace the resilience of the Noongar people and their culture and build our shared future together.

This is to walk the path of reconciliation; which means to bring together.

On Tuesday, as Neville conducted the Welcome to Country, we heard the sounds of the language that has been spoken on this land for many thousands of years. The language of the very first people who gathered on this site, Whadjuk Noongars. As an Elder, Neville represents these ancestors. Among these was the Elder and leader Yellagonga and his wife Yingani, who walked and lived on this very site. We hope that through our collective efforts we as a school, will begin to sense their presence and the presence of all those who have come before us.

As we care for this country we are all a part of, we recognise that it is the land that connects us to the past, connects us to each other and that will connect us to future generations.

I have included a summary version of the RAP in this post. If there is an area of this which you feel you could contribute, or you have other suggestions, please let me know. I will leave a copy of the more detailed document in the Office which you are welcome to review.

Boorda! (See you soon!)
Nicole Hunter (Pedagogista)

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Reconciliation Action Plan * Bold Park Community School

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A Special Message and Announcement from Nicole Hunter: Kaya (Hello) Dear Families I was delighted to launch the Reconciliation Action Plan at the Grad -i-tude event last Tuesday 23rd November, 2016). In the opening to the event I also introduced to the community, Neville Collard. Neville is...

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Connecting to Country short film

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MRIS's unique connection to indigenous culture and bushland learning has been highlighted in a short film now ready for release to our parents and the wider community.

MRIS's Bush School and the teachings of the school's Wadandi Mentor, Josh Whiteland are featured in the film.

MRIS principal, Wendy Roediger said the film had been produced to showcase the connection between students, and their Wadandi mentor as well as our unique bushland study programmes. Parents would normally be invited to participate in a celebration to mark the change of the Noongar seasons and due to COVID-19 restrictions this has not been possible this year. "We saw this film as a wonderful opportunity to stay connected with our parent community"

"Parent connection is an important part of MRIS and, we have not been able to welcome parents onto school grounds as much as we would like," she said. "So as a treat we would like to virtually welcome you to the school through this film to learn more about our bushland learning and indigenous mentoring programme."

"We want all our parents, families and friends to enjoy this wonderful insight into one of the many unique learning programs at MRIS."

Wendy thanked the parents instrumental in the film's production.

"This amazing film was put together with the support of two MRIS parents, Cass Jury and Mark Boskell ...we can't thank them enough. It is a really inspiring snapshot of what unique education programs our school can offer and how our students are thriving by 'connecting to country'."

To view this film follow this link.
https://www.facebook.com/margaretriverindependentschool

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Connecting to Country - Margaret River Independent School

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MRIS's unique connection to indigenous culture and bushland learning has been highlighted in a short film now ready for release to our parents and the wider community. MRIS's Bush School and the teachings of the school's Wadandi Mentor, Josh Whiteland are featured in the film.

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Racism: It Stops with Me - YouTube 2022 

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Racism: It Stops with Me - YouTube 2022 

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Racism. It Stops With Me – Ask yourself the hard questions