Reconciliation Action Plan

Acknowledgement of Country

The community of Haileybury acknowledges and pays respect to the Traditional Custodians of the land on which it is based, the Boonwurrung and Wurundjeri peoples, and we pay our respect to their Elders – past and present.

Vision for Reconciliation

Our Schools sit on the land of the Kulin Nation, the lands of the Boonwurrung and Wurundjeri peoples. The aim of our reconciliation journey is to celebrate the diverse identities and cultural heritage of staff and students who have come to our School from 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 continue to create a culturally safe and respectful world-class school.

About us

Haileybury commenced in 1892 with five staff and 17 students. In its 130 years of history, the School has changed dramatically to become one of the leading independent schools in Australia. What started as a small school has developed into a large global school network with campuses in Brighton, Keysborough, Berwick, Melbourne (City), Beijing (China), Haileybury Rendall School (Darwin) and an online campus, Haileybury Pangea.

Haileybury has been named Australian School of the Year at the Australian Education Awards and ranked 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 our graduating students should have strong core academic skills, 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, 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, the opening of Haileybury Rendall School in Darwin and the commencement of Victoria’s first online independent school, Haileybury Pangea, are all examples of this. To be a Haileybury student is to be immersed in an enterprising institution.

Today Haileybury Rendall School (Darwin) is one of the nation’s largest Indigenous boarding schools, winning Boarding School of the Year at the 2022 Australian Education Awards. The School is firmly committed to educating Aboriginal students from remote Australian communities and continues to build on its reputation as a leading Indigenous Centre for Educational Excellence.

Message from the CEO | Principal

Haileybury sits on Boonwurrung and Wurundjeri Country. We respect and pay due courtesy to the Traditional Custodians of this land, and respect the wisdom held by Boonwurrung and Wurundjeri Elders. We look forward to deepening this relationship with the passing of time.

As our School continues to develop, our Reconciliation Action Plan will navigate us towards becoming a culturally competent organisation. The intention of our Reconciliation Action Plan is to build on this foundation, to become culturally sensitive, where cultural knowledge and awareness are integrated into our daily practices.

We have a vibrant culture at Haileybury, where 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.

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 Islander histories, cultures and contributions.

Narragunnawali (pronounced narragunnawally) is a word from the language of the Ngunnawal peoples that means alive, wellbeing, coming together and peace.

Narragunnawali’s online platform is free to access and provides practical ways in which to introduce meaningful reconciliation initiatives in the classroom, around the school and within the community.

Reconciliation Action Plan Process at Haileybury

At Haileybury, the RAP committee will maintain the integrity of the plan by keeping to the timelines set out below and by reviewing and updating the plan annually.

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 people.

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

Advertise for new RAP Committee members

Scott Doran, Vice Principal and chair of RAP Committee

Annually

Biennially

A refreshed committee each year with new staff and students. Previous members are welcome to continue.

Refreshment of the RAP document following the final meeting of the twoyear period.

The Haileybury Reconciliation Action Plan Working Group has been in operation since 2022. It is a group comprised of a broad mix of people. Staff and students represent all areas of our School; the Early Learning Centre, Junior School, Middle and Senior Schools, and Corporate Staff.

Cultural guidance is provided to the Reconciliation Action Plan Working Group by community members including Willie Pepper (Community Relations Manager, Boonwurrung Land & Sea Council).

Our Reconciliation Action Plan will create an environment in our School community that embodies the spirit of reconciliation. We will facilitate an improved awareness and understanding of the cultures and important issues of Aboriginal and Torres Strait Islander peoples, and thus inform our planning and decision-making now and into the future. It is a core aspect of our journey towards cultural competency.

Brent Ritchie Middle School Teacher 2024–Present

Rhiannon Rowe Junior School Teacher 2022–Present

Student Representatives

External Representative

Willie Pepper Community Relations Manager, Boonwurrung Land & Sea Council

Past Members

Victoria

RAP ACTIONS: Relationships

Relationships in the Classroom

Action 1 Aboriginal and Torres Strait Islander Peoples in the Classroom

Commitment We are committed to welcoming Aboriginal and Torres Strait Islander peoples into our classrooms as guests to work alongside our students and children in learning activities.

Having an Aboriginal and Torres Strait Islander presence in learning environments is vital when teaching about Aboriginal and Torres Strait Islander histories and cultures.

Goal

We will welcome Aboriginal and Torres Strait Islander peoples into our School to provide authentic learning experiences.

2022–23 Progress Report

Measurable Target

Develop relationships with local networks to identify strengths and knowledge areas that are appropriate for sharing in a class environment.

To have Aboriginal and Torres Strait Islander peoples present in classrooms, when possible, when teaching about Aboriginal and Torres Strait Islander histories and cultures. This is especially meaningful when local perspectives are shared from the place students and children are living and learning.

2024–25 Commitment

Outcome/Comment Responsibility

We have established relationships with Willie Pepper (Boonwurrung Land & Sea Council), Steve Parker (local Indigenous elder and artist), Tom Bell (DEECA – Executive Director | First Peoples’ Self-Determination Division) and Lucy Amon (Indigenous woman and past staff member).

We will continue to develop and increase such relationships and publish them as a resource list on the Hub.

Rachelle Rae and Scott Doran. Deadline

Completed by end of Semester 1, 2023. Status

2022–23 complete.

Measurable Target Responsibility Deadline

Continue to develop and increase relationships and publish them as a resource list on the Hub. Scott Doran Jessie Payton End of 2025.

Relationships around the School

Action 2 Cultural Competence for Staff

Commitment We are committed to creating and building awareness, knowledge, and an understanding of Aboriginal and Torres Strait Islander cultures within our staff community. Furthermore, we encourage and support staff to participate in a variety of cultural awareness experiences and opportunities to assist them on their own journey of understanding.

Goal To commence the building of awareness, knowledge, and an understanding of Aboriginal and Torres Strait Islander cultures across our staff, by building a Cultural Awareness Program to include professional development, staff events such as Reconciliation Week and NAIDOC Week, and inviting Elders to speak at staff events including Town Halls.

2022–23 Progress Report

Measurable Target

By the end of Semester 1, 2023, we will launch our RAP on Haileybury Hub and include bi-monthly articles, including fact sheets and information about RAP-related activities at Haileybury.

Outcome/Comment Responsibility

The RAP page on Haileybury Hub has already been established so initially we have provided student RAP-related video content from Terms 1 and 2 activations around the School to this page.

During Terms 3 and 4 of 2023, and into 2024, we will continue to add RAP content including videos, articles and fact sheets to the RAP page to continue supporting the cultural competence of staff.

2024–25 Commitment

Lorinda Nursalam and Nicole Steyn. Deadline

Completed by end of Semester 1, 2023. Status

2022–23 complete.

Measurable Target Responsibility Deadline

Continue to add RAP content including articles and fact sheets to the Haileybury Hub to support the cultural competence of staff.

Look to invite Elders and local Indigenous representatives such as Jaeden Williams and Simone Thomson to speak/present, where appropriate, at staff meetings and events.

Carly McLatchie

Brent Ritchie

Nicole Steyn

End of 2025.

Relationships with the Community

Action 3 & 4 Reconciliation Projects

Commitment Reconciliation projects are shared learning experiences for all students and staff. They foster a sense of pride in Aboriginal and Torres Strait Islander histories and cultures.

Goal Aim to bring the School together to collaborate on large scale projects helping promote reconciliation across the whole community.

2024–25 Commitment

Measurable Target Responsibility Deadline

Allocate a RAP budget for each campus.

Create a reconciliation project list for each campus for approval and implementation.

Action 5 Welcome to Country

Frank Collins Andrew Rattle Semester 1, 2024

Frank Collins Andrew Rattle End of 2025.

Commitment Where appropriate, significant events at our School will commence with a Welcome to Country.

Protocols for welcoming visitors to country have been a part of Aboriginal and Torres Strait Islander cultures for thousands of years. By incorporating these protocols into formal events and important occasions, we recognise Aboriginal and Torres Strait Islander peoples as the First Australians and Custodians of their land.

Goal We will pay our ongoing respect to the Boonwurrung and Wurundjeri peoples through appropriate Welcome to Country ceremonies.

2022–23 Progress Report

Measurable Target

Develop, implement, and communicate a Cultural Protocol Guide, including Acknowledgement of Country and Welcome to Country protocols.

2024–25 Commitment

Outcome/Comment Responsibility

Haileybury’s Cultural Protocols guidelines have been developed and published. It is available on the School’s intranet (Haileybury Hub) and is being incorporated into School events.

Sean Allcock, Scott Doran and Jessie Payton.

Deadline

Completed by end of Semester 1, 2023.

Status

2022–23 complete.

Measurable Target Responsibility Deadline

Implement the Haileybury Cultural Protocol Guide, including Acknowledgement of Country and Welcome to Country protocols.

Scott Doran

Mimi Shinsky

Ronit Verma

Monty Wright

2025.

Action 6

Celebrate National Reconciliation Week

Commitment Our School is committed to acknowledging and commemorating National Reconciliation Week to help facilitate acceptance and understanding within our community. Having a comprehensive and considered approach to this week of celebration will emphasise its importance to Haileybury as an institution. It will provide the opportunity for active participation in Indigenous reconciliation and celebration across the whole School, in a very tangible sense for students.

Goal We will schedule a specific set of events to commemorate National Reconciliation Week and ensure that active student engagement in these events is high. These will occur over the week of 27 May to 3 June, and will feature assemblies, opportunities to hear directly from the Indigenous Australian community, and activities that allow for collective celebration of reconciliation.

2022–23 Progress Report

Measurable Target

Develop a schedule of rich and engaging experiences to celebrate Reconciliation Week across the community, in classrooms and sport.

Outcome/Comment

Several features implemented in the schedule included:

› The coordination of Indigenous Round Uniforms for all First Teams

› A presentation to Senior School students on the learnings from the Darwin trip

› A Smoking Ceremony and Welcome to Country ceremonies

› An Indigenous artist showcased to Senior School students.

Preliminary discussions are taking place to incorporate an Indigenous permanent feature that is reflective and respectful as visitors to First Nations’ land. This will be an ongoing task until complete.

2024–25 Commitment

Responsibility

Sean Allcock, Rebecca Allen, Janeanne Lee, Mia Leys and Sam Shinsky.

Deadline

Completed by end of Term 1, 2023.

Status

2022–23 complete.

Measurable Target Responsibility Deadline

Incorporate an Indigenous permanent feature that is reflective and respectful as visitors to First Nations’ land at each campus.

Mimi Shinsky

Sam Shinsky

Cass Sinclair

Ronit Verma

Monty Wright

End of 2025.

Action 7

Commitment

Build Relationships with Community

Our School establishes protocols for welcoming visitors, including a Welcome to Country, and recognising Aboriginal and Torres Strait Islander cultures. By incorporating these protocols into formal events and important occasions, we recognise Aboriginal and Torres Strait Islander peoples as the First Australians and Custodians of their land.

Building authentic relationships with local Indigenous communities that provide tangible benefits to Indigenous communities, will begin the process of closing the gap and supporting the Haileybury community in living, learning from, and understanding others from different cultures and coexisting in a respectful space.

Goal We pay our ongoing respect to the Wurundjeri and Boonwurrung through appropriate and Welcome to Country ceremonies.

We initiate ongoing new relationships that have tangible benefits to communities and enrich our understanding of Indigenous culture.

2022–23 Progress Report

Measurable Target

Develop authentic relationships from a Haileybury School perspective:

› Initiate an Acknowledgement of Country in the first assembly and/or class of the term

› A Smoking Ceremony at each campus once a year

› Identify an area at each campus for permanent artwork (e.g. feature wall, ceiling, outdoor area, native garden)

Audit the curriculum to check areas of inclusion and authentic stories from the Indigenous culture of the past, present and future.

Outcome/Comment Responsibility

Haileybury invited elders to each campus to hold a Welcome to Country/Smoking Ceremony. This event is scheduled to occur annually on the campus calendars.

An Acknowledgement of Country is spoken at the first assembly/class of the term. An Acknowledgement of Country is also spoken at the ELC as part of the children’s daily routine.

Areas have been identified at each campus for a permanent artwork display. Several of these displays have already been completed or are underway e.g. City campus (ELC playground), Newlands ELC artwork, Newlands Girls Middle School Indigenous garden, Edrington ELC’s Indigenous garden, and in Castlefield’s ELC playground.

Haileybury’s Teaching and Learning team has completed a comprehensive review of the curriculum, identifying a focus on learnings related to First Nations histories, knowledge systems, cultures, languages, and Indigenous cultural awareness and responsiveness.

Each campus has commenced their own First Nations projects and initiatives e.g. Sea of Hearts (Newlands ELC), collecting books for The Great Book Swap to support the Indigenous Literacy Foundation (Edrington and Castlefield), participating in Wear it Yellow Day to raise funds for Children’s Ground.

Haileybury PE Department has developed an ongoing relationship with Worawa Aboriginal College by hosting sport events.

2024–25 Commitment

Lisa Christopher, Loic Lombardo and Mark Reed.

Deadline

Completed by end of Term 1, 2023.

Status

2022–23 complete.

Measurable Target Responsibility Deadline

Integrate Indigenous cultural elements into the fabric of Haileybury’s school culture, fostering a sense of belonging, understanding and respect among all community members, while also promoting awareness and appreciation in the broader community.

Lisa Christopher Jess Collins Mark Reed

Sam Shinsky Cass Sinclair

End of 2025.

Action 8 Cultural Responsiveness for Students and Children

Commitment Haileybury has a strong commitment to respect all members of our School and the broader community. In line with this, we commit to building awareness and understanding within our student body of First Nations peoples. Through the inclusion of Aboriginal and Torres Strait Islander histories, perspectives and cultures in our curriculum, we aim to embed cultural sensitivity and responsiveness in our student body, who can be empowered to drive systemic change into the future.

Goal To provide cultural responsiveness, professional development and learning opportunities for Haileybury staff, which will enable them to deliver curriculum in an informed and culturally sensitive manner, and to ensure learning experiences from the Early Learning Centre through to Senior School to enhance students’ understanding of value and respect for Aboriginal and Torres Strait Islander histories, perspectives and cultures.

2024–25 Commitment

Measurable Target Responsibility Deadline

Staff will be provided with cultural responsiveness training to ensure they are equipped to create culturally responsive learning experiences for students.

Invite members of local indigenous groups to share their culture with students from ELC to Year 12 through experiences such as music/dance/arts incursions and Welcome to Country ceremonies.

Jess Collins

Nicole Cunningham

Carly McLatchie

Rhiannon Rowe

Cass Sinclair

Respect in the Classroom

Action 9 Teach about Reconciliation

Commitment Our School community is committed to deepening our understanding of the nature of reconciliation. Increasing our School community’s understanding of the history and purpose of reconciliation is an important first step towards achieving and sustaining reconciliation. This will be accomplished by enriching our curriculum so that it recognises and values Aboriginal and Torres Strait Islander cultures, histories, knowledge and rights. The curriculum will be explored in consultation with First Nations peoples.

Goal

We will continue to improve our School community’s understanding of the meaning and importance of reconciliation between Indigenous and non-Indigenous Australians.

2022–23 Progress Report

Measurable Target

By the end of Semester 1, 2023, we will have established a school-wide curriculum mapping working group to review and enrich how Aboriginal and Torres Strait Islander cultures, histories, knowledge and rights are being taught at Haileybury.

2024–25 Commitment

Outcome/Comment

Haileybury has established a school-wide curriculum mapping work group led by the Deputy Principal (Teaching & Learning) and curriculum leaders of ELC, Junior School, Middle School and Senior School. External expertise has also been employed to consult First Nations Peoples.

Responsibility

Scott Doran, Gemma Hughes, Fiona Gontier and Mia Leys.

Deadline

Completed by end of Semester 1, 2023. Status

2022–23 complete.

Measurable Target Responsibility Deadline

Work with Action Group 15 to implement teaching about days of national significance in the curriculum.

Scott Doran Brent Ritchie End of 2025.

Action 10

Explore Current Affairs and Issues

Commitment We are committed to increasing our School’s awareness of current affairs and issues relating to Aboriginal and Torres Strait Islander history, cultures, rights and identities, as conveyed through the Australian media. The response to issues raised will be addressed within our School community through curriculum delivery, including through our student wellbeing program. These matters will be explored in consultation with First Nations peoples.

Goal Current affairs and issues will be explored respectfully by students in a discussion-based forum, ideally involving the voice of First Nations representatives.

2022–23 Progress Report

Measurable Target Outcome/Comment Responsibility

By the end of Semester 1, a space dedicated to raising awareness about current affairs and issues concerning Aboriginal and Torres Strait Islander history, cultures, rights and identities will be available via Canvas. These topics will be linked to and explored within Haileybury’s student Respectful Relationships and Wellbeing programs.

A video was produced of a Haileybury student (Sam Shinsky) in conversation with an Aboriginal Haileybury student (Gemma Hughes) discussing what reconciliation means to them and the different ways it is sought. The video was produced during Reconciliation Week.

Rebecca Allen (Year 12 student) placed posters around the School to help inform her peers about the Reconciliation Week theme and Haileybury activities.

Fiona Gontier and Scott Doran have liaised with Diane Furusho and Jacqueline O’Neil to review the student Wellbeing programs.

2024–25 Commitment

Rebecca Allen, Fiona Gontier, Bill Lewis, Loic Lombardo and Sam Shinsky. Deadline

Completed by end of Semester 1, 2023. Status

2022–23 complete.

Measurable Target Responsibility Deadline

Develop the RAP page for students on Canvas to raise awareness about current affairs and issues concerning Aboriginal and Torres Strait Islander history, cultures, rights, and identities.

Bill Lewis Mimi Shinsky Sam Shinsky Ronit Verma

End of 2025.

Respect in the School

Action 11

Commitment

Acknowledgement of Country

Our School recognises the continuing connection of Aboriginal and Torres Strait Islander peoples to the lands on which we live, work, learn and grow.

All staff and students have the opportunity to show respect to Traditional Owners and Custodians by regularly conducting an Acknowledgement of Country at meetings and events throughout the year.

Additionally, each campus will work with local First Nations groups to collaboratively create a dedicated public space that celebrates and acknowledges the land and country each is situated on.

Haileybury Pangea’s landing site, Haileybury website, and Haileybury Hub acknowledge the many lands on which the students learn.

› Haileybury Pangea – All Aboriginal and Torres Strait Islander groups across Australia

› Haileybury City – Wurundjeri peoples (Kulin Nation)

› Haileybury Berwick – Boonwurrung peoples (Kulin Nation)

› Haileybury Brighton – Boonwurrung peoples (Kulin Nation)

› Haileybury Keysborough – Boonwurrung peoples (Kulin Nation)

Goal

We will work with First Nations groups to collaboratively create a place and space at each campus where the local First Nations peoples and culture can be celebrated and acknowledged publicly.

We will pay our ongoing respect to the local campus’ First Nations peoples and groups through an Acknowledgement of Country at appropriate meetings and assemblies.

An Acknowledgement of Country will be displayed at entrance points and places of gathering at each campus.

2022–23 Progress Report

Measurable Target

During Semester 1, local indigenous groups will be invited to meet with senior representatives from each campus. They will be asked for suggestions regarding ways we can acknowledge the unique history and cultural practices that have taken place on the sites upon which our Haileybury campuses are situated.

Heads of Campus will be consulted regarding an appropriate site, on campus, to recognise and celebrate First Nations histories, people and cultures. This will be reported back to the RAP Committee for further action.

Acknowledgement of Country suggestions will be disseminated to each campus to support assembly coordinators, Heads of Houses and chair-people. Guidelines will be provided to staff, students and the board advising where and when acknowledgements should be made (i.e. before the commencement of a meeting, speech, or event).

2024–25 Commitment

Outcome/Comment Responsibility

Haileybury’s Cultural Protocols guidelines have been developed and published. It is available on the School’s intranet (Haileybury Hub) and is being incorporated into School events.

Nicole Cunningham, Gina Kelly, Rhiannon Rowe and Nicholas Waxman.

Deadline

Completed by end of Semester 1, 2023.

Status

2022–23 complete.

Measurable Target Responsibility Deadline

Plan for the installation of an Acknowledgement of Country and places of gathering at entrance points of each campus. Investigate the possibility of students being involved in the design of plaques in consultation with a local Indigenous representative.

Nicole Cunningham

Rhiannon Rowe

Nicholas Waxman

End of 2025.

Action 12 Care for Country

Commitment Haileybury recognises the deep and enduring connections of our First Nations peoples to country. We acknowledge the spiritual, cultural and physical ties that First Nations peoples have to the lands, skies and waterways. It is our role to ensure that our School community demonstrates an understanding of and respect for the country on which our campuses are situated. Our students are encouraged to become socially and environmentally responsible citizens.

Goal To provide curricular and co-curricular opportunities for our School community to develop appreciation for the country on which their campus is situated, in consultation with local Indigenous representatives

2024–25 Commitment

Measurable Target Responsibility Deadline

Create an Indigenous (Reconciliation) Garden at each campus, featuring local native plants, in consultation with local Indigenous representatives.

Undertake a Clean Up Australia Day social justice project, led by Social Justice Captains and involving members of the broader School community, focusing on local parks, gardens and beaches.

Develop a Senior School cooking club that focuses on the use of native ingredients, under the guidance of local Indigenous representatives.

Audit curriculum documents to ensure they are meeting the Australian Curriculum: Crosscurriculum priorities — Aboriginal and Torres Strait Islander Histories and Cultures Version 9.0.

Respect with the Community

Action 13 Aboriginal and Torres Strait Islander Flags

Commitment

Jess Collins

Nicole Cunningham

Rhiannon Rowe

Mimi Shinsky

Sam Shinsky

Monty Wright End

Our School will display the Aboriginal and Torres Strait Islander flags to demonstrate our pride and respect for the histories, cultures and contributions of Australia’s First People. Flying the flags promotes a sense of community partnership and indicates a commitment toward reconciliation.

Goal We will display our respect for Aboriginal and Torres Strait Islander cultures by proudly flying the flags at each campus across the School.

2022–23 Progress Report

Measurable Target Outcome/Comment Responsibility

Aboriginal flags are currently installed at each campus. An additional flagpole will be installed at each campus to accommodate the Torres Strait Islander flag.

2024–25 Commitment

Aboriginal and Torres Strait Islander flags were ordered, and additional flag poles were installed. The flags are now flown at each campus and a protocol for flags has also been created and is available on the staff intranet (Haileybury Hub).

Scott Doran, Janeanne Lee and Jessie Payton.

Deadline

Completed by end of Semester 1, 2023. Status

2022–23 complete.

Measurable Target Responsibility Deadline

Implement the Haileybury Flag Protocol and review.

Scott Doran

Janeanne Lee

Mimi Shinsky

Ronit Verma

End of 2025.

Action 14 Take Action Against Racism

Commitment Racism can have serious negative consequences for the people who experience it, for those who witness it, and for our wider society. When racism is properly understood it is easier to overcome. We commit to building awareness of what racism is, the impacts of racism, and how to respond effectively when it occurs, through an anti-racism strategy tailored to the needs of our School.

Goal We will improve the level of understanding of racism and its harmful effects throughout the School community.

2022–23 Progress Report

Measurable Target

We will address race-based discrimination and support diversity in Haileybury’s schools and Early Learning Centres.

Haileybury’s Wellbeing program will also include lesson intentions that will teach key anti-racism principles and guide discussions with children and students, including:

› Increasing empathy

› Raising awareness

› Providing accurate information

› Recognising incompatible beliefs

› Increasing personal accountability

› Breaking down barriers between groups

› Increasing organisational accountability.

2024–25 Commitment

Outcome/Comment Responsibility

Haileybury has established a School-wide Wellbeing curriculum mapping group that has audited Haileybury’s Wellbeing curriculum and has ensured that key anti-racism principles are taught in each ELC, Junior School, Middle School and Senior School lesson.

Scott Doran and Rachelle Rae. Deadline

Completed by end of Semester 1, 2023. Status

2022–23 complete.

Measurable Target Responsibility Deadline

Work with Action Groups 9 and 15 to ensure Haileybury’s Wellbeing program includes lesson intentions that will teach key anti-racism principles and guide discussions with students.

End of 2025.

RAP ACTIONS: Opportunities

Opportunities in the Classroom

Action 15

Curriculum Planning

Commitment Embedding Aboriginal and Torres Strait Islander histories and cultures in curriculum planning, development and evaluation processes is a key and ongoing consideration across all year levels and learning areas.

Curriculum documents will be audited on an ongoing basis to identify opportunities for strengthening First Nations perspectives and stories within the curriculum. Where possible, this will occur in consultation with local community representatives.

Each campus will remain cognisant of teaching recommendations from local Indigenous Councils, making curriculum and teaching adjustments as required.

Goal Haileybury will provide students with a deeper understanding of Aboriginal and Torres Strait Islander histories and cultures through meaningful and authentic integration of First Nations stories and perspectives in our curriculum framework.

2022–23 Progress Report

Measurable Target Outcome/Comment Responsibility

Heads of Department will be led by senior representatives who have consulted with local Indigenous groups to discuss opportunities to include Indigenous perspectives in curriculum planners. If consultation is not possible, curriculum leaders will scrutinise planners to add Indigenous histories and stories. Support may be sought from Haileybury Rendall School.

2024–25 Commitment

A curriculum audit is being undertaken from ELC to Senior School, examining the placement of Indigenous histories and cultures across year levels and subject areas.

Nicole Cunningham, Bill Lewis and Rhiannon Rowe.

Deadline

Completed by end of Semester 1, 2023. Status

2022–23 complete.

Measurable Target Responsibility Deadline

Work with Action Group 9 to complete the curriculum audit, examining the placement of Indigenous histories and cultures across year levels and subject areas across ELC to Senior School.

Opportunities around the School

Action 16

Commitment

Inclusive Policies

Our internal policies have been or will be amended to ensure they are also inclusive of Aboriginal and Torres Strait Islander peoples and increase knowledge of Aboriginal and Torres Strait Islander histories and cultures in Australia. This includes the explicit inclusion of Aboriginal and Torres Strait Islander peoples in and when advertising positions internally and externally.

All staff in our School are aware of policies that refer specifically to improving educational outcomes for Aboriginal and Torres Strait Islander peoples and increasing knowledge of, and respect for, Aboriginal and Torres Strait Islander histories and cultures in Australia. We have a plan in place to ensure that all staff comply with these policies in their daily practice.

We commit to reviewing all internal policies to ensure explicit language is used to include Aboriginal and Torres Strait Islander peoples across all areas of the School.

Our policy documents will be revised to ensure Aboriginal and Torres Strait Islander peoples are included explicitly in policies related to attracting new staff and retaining staff. These documents will also ensure that there is an inclusive and welcoming environment for Indigenous students so that they feel recognised within the School’s policy framework. Non-Indigenous students should also be cognisant of these policy documents to ensure that they can facilitate in the creation of this environment.

Goal

Our policies will be inclusive of Aboriginal and Torres Strait Islander peoples and help shape an understanding of their histories and cultures.

Our policy documents will be revised to ensure Aboriginal and Torres Strait Islander peoples are included explicitly in policies related to attracting new staff and retaining staff. These documents will also ensure that there is an inclusive and welcoming environment for Indigenous students so that they feel recognised within the School’s policy framework. Non-Indigenous students should also be cognisant of these policy documents to ensure that they can facilitate in the creation of this environment.

2022–23 Progress Report

Measurable Target Outcome/Comment

Revise policy documents relating to attracting and retaining staff, to ensure Aboriginal and Torres Strait Islander peoples are included.

2024–25 Commitment

Measurable Target

Human Resources has begun the process of revising the policy documents for incoming staff, and for new job vacancies and advertisements.

Fill the gap in the active encouragement of Aboriginal and Torres Strait Islander peoples in applying for roles at Haileybury.

Responsibility

Gemma Hughes and Nicholas Waxman. Deadline

Completed by end of Semester 1, 2023. Status

2022–23 complete.

Responsibility Deadline

Lisa Christopher Nicholas Waxman End of 2025.

Action 17 Staff Engagement with RAP

Commitment We are committed to sharing and educating all staff on the Haileybury RAP (Reconciliation Action Plan) to ensure they understand and deliver on the plan in a meaningful and sustainable way. All staff will be invited to be involved in the ongoing development of the plan on a semester basis.

Goal

The Haileybury RAP Committee will implement opportunities to promote RAP awareness for all staff by hosting a RAP launch, sharing the RAP, and RAP resources and PD on Haileybury Hub, holding regular RAP information sessions through Town Halls or academic/non-academic meetings, and inviting involvement from Narragunnawali elders.

2022–23 Progress Report

Measurable Target Outcome/Comment Responsibility

To launch our RAP to Haileybury staff, we will hold a RAP Launch Party on 16 March 2023, and invite Willie Pepper and elders to deliver a Welcome to Country and a Smoking Ceremony to celebrate our involvement.

The Acknowledgement of Country will be added to our School email signatures.

2024–25 Commitment

In alignment with Action 2, the following projects are in development to share with students and staff (on Haileybury Hub) with the support of key resources around the School:

› An Indigenous history video series marking Indigenous milestones

› Video bites of Haileybury Rendall School’s Indigenous boarding students talking about their experience at HRS.

Bill Lewis, Lorinda Nursalam and Nicole Steyn.

Deadline

Completed by end of Semester 1, 2023.

Status

2022–23 complete.

Measurable Target Responsibility Deadline

Complete a calendar of significant dates for Indigenous people and link specific dates on to relevant Indigenous Milestones videos (housed on the RAP page) to highlight the availability of the resources and provide awareness of the date.

Explore opportunities for staff professional development in Indigenous cultural competency during start-up days, where appropriate.

Carly McLatchie

Bill Lewis

Nicole Steyn

End of 2025.

Our artist

In 2015, under the leadership of Director of Haileybury Sport, Sean Allcock, we conducted several conversations with Steve Parker an Indigenous artist and ex pro-surfer as we designed artwork for a Haileybury Sport uniform to be worn during Reconciliation Week.

As we designed this artwork together, Steve spoke to us about the Boonwurrung land. The land is known for its mix of water and country.

Working together with Steve, we started to sketch out our thoughts keeping in-line with Indigenous traditions.

Opportunities with the Community

Action 18 Celebrate RAP Progress

Commitment

Goal

We are committed to beginning this process and will continuously reflect on the progress made in the growth of knowledge and pride in Aboriginal and Torres Strait Islander histories, cultures and contributions in our School. We will track the progress of our RAP, continually revisit our commitments and celebrate our achievements, while generating new ideas to develop and sustain our RAP into the future.

We will inform our wider school community of the progress of our Reconciliation Action Plan and publicly celebrate the RAP launch, new initiatives and relationships.

2022–23 Progress Report

Measurable Target

Term 1 Start-up launch to staff to be facilitated by Scott Doran.

Semester 1 official launch with a Smoking Ceremony and official party, guest, elders and local community. Date and location to be confirmed with Wurundjeri Elder or consultant.

Marketing to create authentic posts that celebrate culture, contributions, and Haileybury’s commitment to initiatives across all Haileybury social and published media and communications, including the celebration of special dates.

Celebrate achievements as they occur on the RAP Haileybury Hub page, creating ‘Announcements’ to direct traffic to the RAP Haileybury Hub page.

2024–25 Commitment

Outcome/Comment Responsibility

The Haileybury Reconciliation Action Plan was presented and distributed to staff at Start-Up Day. Copies of the RAP are available in each Campus Reception area, in School foyers throughout the wider School and on Haileybury Hub.

Several campuses conducted Smoking Ceremonies during the Semester 1 Reconciliation Week and at the commencement of the year after reaching out to local elders in their areas.

Under the Corporate Services page, the RAP has been published and announcements are regularly made e.g. during LEAP Week the City Gathering Circle was highlighted. RAP references are embedded in Haileybury Hub and cross-campus events are regularly prioritised through social media e.g. Reconciliation Week videos and posts.

A prospect of a specific RAP tab within the HUB is being considered.

Lisa Christopher, Gina Kelly, Janeanne Lee and Mark Reed.

Deadline

Completed by end of Semester 1, 2023.

Status

2022–23 complete.

Measurable Target Responsibility Deadline

Bringing the RAP to life through continuing the process of staff, student and public awareness through a coordinated marketing approach.

Plan and organise a dedicated event to celebrate the progress made under the Reconciliation Action Plan. This event can be held annually or biannually, depending on the milestones achieved. Work with Marketing to invite respected Indigenous community leaders, elders, or knowledge keepers to the event. Their presence lends authenticity and cultural significance to the celebration.

He recommended we include the eagle Bunjil. Bunjil is the spirit God and creator for the Boonwurrung. Bunjil is always looking over Boonwurrung land, he will give you safe passage if you respect the land and the children of the Boonwurrung.

He wanted us to include water as this was significant with our geographical proximity to Port Phillip Bay. The circles are Nairm Marr (Port Phillip Bay) and Warreeny (sea/ocean).

Lisa Christopher Janeanne Lee Mark Reed

End of 2025.

The Boonwurrung is a combination of water and country. We wanted this represented in our artwork. The lines represent land (biik) or country.