NAGLE CATHOLIC COLLEGE GERALDTON W.A.

RECONCILIATION ACTION PLAN

Nagle Catholic College Reconciliation Plan 2009

Our vision for reconciliation: (please describe in your own words your school’s vision for reconciliation in one paragraph)

The College motto is “For Others” and is the foundation of our vision for activities we undertake at the College. In terms of reconciliation the motto “For Others” means we want a College that provides equal educational opportunities for all the students at the College and in doing so we appreciate, respect and value the extraordinary positions of the Yamaji culture, contribution and tradition in our Midwest community, of the other Aboriginal cultures of the communities of which our students are members and of Aboriginal and Torres Strait Islander peoples across Australia as the first Australians.

Our school: (please describe in your own words your school in one paragraph)

Nagle Catholic College is located in Geraldton-Greenough, a port and service city of 40000 people approximately 420 kilometres north of Perth in the Midwest region of Western Australia. Nagle Catholic College is a secondary co-educational and boarding college of 920 students that was established in 1994 as an amalgamation of Stella Maris and St Patrick’s Colleges and was named for the founder of the Presentation Sisters – Nano Nagle. Geraldton-Greenough is located in Yamaji country and in 2008 there were 34 Aboriginal students at the College and an Aboriginal Student Council and Nagle Aboriginal parent Group. The College’s Aboriginal Liaison and Education Officer has developed a program with the support of the principal to raise awareness of Aboriginal culture in the college community and of Aboriginal identity in the Aboriginal student population. There will be 42 Aboriginal students in 2009 with 16 year 8 students.

Our RAP: (please describe in your own words how you developed your school RAP from the model provided, e.g. who was involved and how)

Our RAP was developed in five phases. In phase 1 the AL&EO raised awareness of Aboriginal culture at the College and Aboriginal identity in the Aboriginal students through activities such as recognizing Sorry Day at the College, through College participation in NAIDOC Week by involvement in a range of activities celebrating culture and tradition and taking part in a local Aboriginal community story telling initiative called “Yamaji Yarning”. In phase 2 members of the Nagle Aboriginal Parent Group (NAPG) lobbied the school principal to gain permission to establish a RAP committee and to develop a RAP. In phase three the RAP committee was formed based on discussion with the Parent group and the College principal. The RAP committee includes three Aboriginal parent representatives, three Aboriginal students, three non-Indigenous student friends, the two school captains for 2009, a college staff representative, the AL&EO, the principal and the college counsellor. In phase 4 the committee met twice for about 3 hours and read other RAP examples, developed a vision of reconciliation and discussed and recorded ways the College could bring the vision to life through relationships, respect and opportunities. In phase 5 the ideas from these meetings were transformed into the Nagle CC RAP and shared with the members of the committee for final feedback before being sent RA.

1. Relationships: (please describe in your own words why relationships with Indigenous people and communities are important to your school’s vision for reconciliation)

The College motto is “For others” and is the foundation of the College’s vision for reconciliation. The motto captures why relationships are important to our vision. Our committee identified the key words that the concept of “relationships” and the motto of “for others” would build in terms of identity and harmony through inclusiveness. Relationships for us meant: respect for others; understanding for others; equality for others; empathy for others.

Action Responsibility Timeline Measurable Target

Establish a committee to develop, monitor, review and refresh the RAP. This 2008 committee includes:

The college principal (or delegate)

a staff rep, the AL&EO and college counsellor

6 students (3 Indigenous and 3 non-Indigenous)

3 Indigenous community members/parents

The two College captains

Shared by principal, college counsellor, ALEO and Aboriginal parent rep.

Term 4 2008 Term 4 2008

Ongoing 2009

RAP Committee established in 2008.

RAP committee meets to create first RAP by December 2008

Four RAP Committee meetings held in 2009 (2 per semester > to preview and review RAP progress).

Minutes and ‘action items’ recorded for all meetings.

The RAP is reviewed and refreshed annually using Reconciliation Australia’s Tracking and Reporting tool.

At each RAP committee meeting the traditional owners are acknowledged and members are Welcomed to Country by a Yamaji elder or representative

Principal Mr. Tanham with Sheldon & Josh Burke celebrating NAIDOC 2008

Invite Indigenous representatives to sit on existing school committees. Include parents, teachers, students and community leaders. This applies only where such committees exist

Staff representative – Peter Fiorenza and Aboriginal parent representative Christina Ware with Aboriginal parent representative Ray Dann and son Jacob in the background discussing possible strategies at RAP planning meeting November 2008.

School principal Ongoing 2009 and future

Initiate in 2009 and ongoing

Initiate 2009 and ongoing

Term 1 2009

Ongoing 2009

Parents and Friends Association representative has been elected from NAPG

An Aboriginal Leadership Group (ALG) with at least one student representative from each year level will be formed in 2009 to provide opportunities to develop leadership skills through an Aboriginal Leadership Program.

Secondary scholarship funds and leadership curriculum is being sourced through the Foundation for Young Australians.

Aboriginal mentor group to mentor new Aboriginal students has begun in 2009.

Continue the operation of the Aboriginal Student Council (ASC) (all Aboriginal students) and create opportunities for Indigenous students to invite non-Indigenous friends to share their family culture at ASC events.

Build relationships with our school’s local Indigenous community.

AL&EO Ongoing in 2009

Representatives from Bundiyarra Aboriginal Corporation (local Indigenous traditional owners and elders) speak about local history and culture at school assembly and during NAIDOC Week

Morning teas with Elders and staff and Elders and students will be provided at the College during Semester 1

A group of 40 Indigenous students and non-Indigenous students (by nomination) will undertake a cultural awareness day at “Gunadoo Farm” (run by Bundiyarra AC)

Participation in Yamaji Yarning and Indigenous health action days through Geraldton Regional Aboriginal Medical Service (GRAMS)

Attendance at Sorry Day celebrations at GRAMS

Optional targets:

Local Indigenous community events published in the College newsletter and on the College website (free of charge).²

Indigenous and non-Indigenous students and College staff march in 2009 NAIDOC parade

Develop a mutually beneficial relationship with a ‘sister school’ that has a high Indigenous student population.²

ALO/AIEO and Principal

Term 1 2009

Optional targets:

Negotiations are underway with Warmun Community in the Kimberley as a sister school. Warmun is a traditional community.

2. Respect: (please describe in your own words why respect is important to your school’s vision for reconciliation)

The school motto ‘For others’ engenders our view of why respect is important for our vision of reconciliation. Our committee felt that ‘Respect For Others’ meant such ideas as ‘equality for everyone’, ‘a fair go for all’, ‘respect for self and acceptance of self’, ‘a sense of belonging to the Nagle community’, and of ‘understanding and valuing others’. The most important role of the College was in creating avenues for learning and for communication in order to develop opportunities for respect because it was only through these avenues that equality, a fair go, self respect and acceptance, belonging and understanding and valuing could be cultivated and sustained.

Action Responsibility Timeline Measurable Target

Publicly display our school’s respect for and knowledge of Indigenous peoples, cultures and histories.

Principal, AL&EO, school librarian

Term 1 2009

Ongoing 2009

Timely

Ongoing 2009

Ongoing 2009

Ongoing 2009

Ongoing 2009

Aboriginal and Torres Strait Islander flags flown or hung all year round (a flag has been obtained and permission to erect a flagpole for the Aboriginal flag – funds and in-kind donations are being sought). The flagpole will be erected beside the national and College flags at the entry to the College.

Acknowledgement of Country takes place at significant school assemblies and (2 per term) is placed on the college website, college daily bulletin and fortnightly newsletter.

Traditional Owners/ Elders perform Welcomes to Country or are acknowledged appropriately at significant school events, college mass (beginning of the year), speech day (end of the year)

Yamaji culture is celebrated at NAIDOC Week and Sorry Day.

Aboriginal student work is displayed in the foyer and resource centre

NAIDOC Week, Sorry Day and National Reconciliation Week will be celebrated.**

Optional targets:

The principal will negotiate with the College Board to acknowledge traditional owners on the college website, on the College daily bulletin and the

Bishop Bianchini and Mr Tanham with students enjoying NAIDOC celebrations 2008

2009

Term 1 2009

fortnightly College newsletter. ²

This year a piece of student work was displayed in the staff room and student works were displayed during NAIDOC week in the foyer and the library and around the College. This will occur again in 2009.The new Resource Centre will house a local Indigenous Collection to be developed over the coming years. Indigenous art in school foyers etc.²

The new college Resource Centre is yet to be named. A proposal will be made to the College Board to use a Wajarri (local) phrase e.g. Maya Muga Barndi meaning literally “clever young minds” (the Wajarri Yamaji language word/concept for wisdom) to name the new Resource Centre or part of the new Resource Centre. ² Elders are being consulted about an appropriate word/s.

Ensure all staff at our school are culturally educated, aware and respectful.

Principal

Principal and ALO/AIEO

2009

2009

The principal is proposing to include undertaking Cultural Awareness as part of the College PD plan in 2009 for all staff.*

In 2009 the AIEO/ALO attended an international Indigenous education conference and Indigenous network meeting and training and similar opportunities will be available in 2009.

Include Indigenous perspectives in a range of curriculum areas.

SOSE HOLA

Arts HOLA

Librarian/ALO-AIEO

ALO/AIEO

2009

2009

2009

2009

The following Indigenous perspectives/content are taught at the College:*

Yr 11 / 12 Political and Legal Studies study Mabo and Wik, and the concept of ‘Terra Nullius’

Yr 11 Economics study native title and the impact on mining and pastoralism.

Yr 11 Religious Education study a unit on World Religions and all students undertake a topic on Aboriginal spirituality.

Yr 9’s complete a unit on Australian culture and identity which covers the topic of pre first settlement and current Indigenous issues.

Yr 8 study a local area study which includes a topic on Aboriginal settlement in the Midwest of WA before 1850.

Yr 10 guitar skills class, four weeks working on NAIDOC themes for the first time this year (see attachment 1).

There is an Indigenous collection in the resource centre and other items have been identified to be included in the collection. The new College resources centre will include a dedicated section for the Indigenous collection and seed funding is being sought to extend the collection. A small collection of Indigenous artifacts is part of this collection. A small collection of local Yamaji publications is part of the collection. Free to air TV programs with Indigenous content are taped for the collection.

All students will be addressed by an Indigenous professional or role model at College assembly (in 2009 Olympian and local Indigenous man Anthony Little addressed a whole school assembly on the importance of hard work and finding passion).

3. Opportunities: (please describe in your own words how opportunities are important to your school’s vision for reconciliation)

The school motto ‘For others’ engenders our view of why opportunities are important for our Colleges vision of reconciliation. We want to be known as a College that supports Yamaji and other Indigenous and non-Indigenous students to reach their full potential. This will be done by: (1) providing clear pathways to learning in the College and beyond (for example funding for the homework centre in 2008), for education after College, for training and for employment;(2) by providing Indigenous students with opportunities for leadership and participation in democratic forums and processes (such as - as Aboriginal mentors in 2009, as representatives on the student council, through the formation of the Aboriginal student council, as the RAP committee, as representatives on the Nagle Aboriginal Support Group); (3) promoting awareness of Indigenous (Yamaji) people, history and culture across the College.

Action Responsibility Timeline Measurable Target

Support Indigenous students to reach their full potential.

Principal

Careers counselor

Principal and librarian

2009

Ongoing 2009

The College executive will discuss the need for an Indigenous Development objective in future School Development Plans.

Our College careers counsellor supports Indigenous students to access scholarships, financial support, career advice and mentoring.

Our College is a member of Dare to Lead. All our teachers have access to resources to teach Indigenous students, such as What Works and Dare to Lead resources.

Students of Nagle Catholic College enjoying NAIDOC celebrations 2008

Employ or consult Indigenous people at our school.²

Principal

Principal/Indigenous support officer Midwest CEO

As required

Ongoing

Optional targets:

Indigenous people are employed as:² o support staff (ALO-AIEO)

All Indigenous staff are supported in training and development.²

*Reconciliation Australia can provide information or resources to assist schools in achieving this action. **Where NAIDOC Week occurs during holiday periods, we encourage schools to celebrate the event during term time. 2 These are optional targets that your school may wish to consider including in your RAP but they are not required to be included.

4. Tracking progress and reporting

Action Responsibility Timeline Measurable Target

Monitor and refresh our Reconciliation Action Plan. Some members of the RAP Committee at RA planning meeting in November 2008

RAP Committee/college counsellor

Termly

Term 4 2009

Our Reconciliation Action Plan is monitored by our RAP Committee.

Our Reconciliation Action Plan is reported on and reviewed at the start of each school year.

Attachment 1 Music Program for yr 10 guitar skills In year 10 guitar skills class, we spent four weeks working on NAIDOC themes for the first time this year. This involved exploring indigenous Australian issues and themes, looking at dreamtime stories (preferably local stories), dreamtime stories from other areas, the musical output of indigenous Australian performers (Christine Anu, Warumpi Band, Casey Donovan, Jimmy Little, Shakaya, etc.) and looking at musicians who have written music in support of indigenous Australian culture (e.g. Midnight Oil). This was our preparation before embarking on our task of writing a song to be performed during NAIDOC week. Students had a number of choices in how they wrote their songs. They could: sing about indigenous issues / themes, use traditional indigenous instruments (preferably appropriate to the local culture), incorporate the Wajirri language into their lyrics, draw inspiration from dreamtime stories, etc as their basis for their songs. As this was my first time at trying this, we had range of success with this task. For instance, Kailah Dodd and I co-wrote and performed a song for NAIDOC week 2008, "This Great Land". Other students, Lachlan McLean, Mitchell Vo and Matt Jansen used traditional instruments to tell a dreamtime story from the Northern Territory. Other students, Chloe Aarts and Kimberly Allison wrote and performed a traditional sounding piece using words drawn from the Wajirri language as well as performing the song "Beds are Burning" by Midnight Oil. Prior to, as well as throughout, this process, Mr Milton Quartermaine has proved invaluable. He has provided me with appropriate resources, guided me through potential overstepping of local traditional culture and encouraged the students to write and perform their songs. I find that Milton's presence greatly helps indigenous Australian students to rise above the 'shame' factor and perform to their potential. He also helps non-indigenous students view issues from an Aboriginal perspective, helping them to explore issues in order to help them create lyrics for their songs. Milton has also suggested that he is able to bring in local indigenous musicians and song-writers to help our students with this task. Due to lack of time and interruptions, this didn't occur this year, but with a little more preparation, should be able to happen next time. I have also explored having an Elder (in particular, Kailah Dodd's grandfather) provide a traditional welcome to country at the start of concerts. Again, this has not happened this year, but maybe in the future. Greg McMurdo – instrumental music teacher Nagle Catholic College 29/11/08

President of Nagle Indigenous Student

Council Kelsi Forrest with fellow student Jess Herriot at the Geraldton NAIDOC

March 2008