Reconciliation Action Plan 2026/27
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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, Bunurong and Wurundjeri peoples, and we pay our respect to their Elders – past and present.
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Contents 4
Vision for Reconciliation
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About us
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Message from the CEO | Principal
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Narragunnawali Reconciliation in Education
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Our Reconciliation Action Plan Working Group
10 2024–25 RAP Progress Report 14
2026–27 RAP Actions: 14 20 23
Relationships Respect Opportunities
27 Our artist
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Vision for Reconciliation Haileybury’s campuses sit on the land of the Kulin Nation, the lands of the Boonwurrung, Bunurong 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.
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About us Haileybury commenced in 1892 with five staff and 17 students. In its 134 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.
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 Haileybury International School, Tianjin (China) or visiting partner schools in Timor Leste, the Philippines, Japan, France, the UK and the USA.
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.
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.
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.
Today Haileybury Rendall School (Darwin) is one of the nation’s largest Indigenous boarding schools, selected as finalist for Best First Nations Education Program, and winning Regional School of the Year and Boarding School of the Year at the 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.
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Message from the
CEO | Principal Haileybury is proudly located on Boonwurrung, Bunurong and Wurundjeri Country. We extend our genuine respect and recognition to the Traditional Custodians of these lands, honouring the invaluable wisdom and guidance of Boonwurrung, Bunurong and Wurundjeri Elders. We are committed to strengthening these relationships and deepening our understanding of Indigenous culture through ongoing engagement, learning and collaboration. The Reconciliation Action Plan serves as our guiding framework designed to build upon our existing foundation, encouraging us to integrate cultural knowledge and awareness into everyday practice, and fostering an environment where cultural sensitivity is not only embraced but actively promoted. Our aspiration is for cultural understanding to become second nature within our School, supporting every member of the Haileybury community. The culture at Haileybury is vibrant and dynamic, marked by a genuine appreciation for diversity. We are committed to valuing, supporting and celebrating the unique backgrounds and perspectives of our students, staff and families. As we continue on this path, we eagerly anticipate the rich learning experiences that will arise, and we welcome the ongoing support and involvement from our wider community. Derek Scott CEO | Principal
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Narragunnawali Reconciliation in Education Reconciliation Australia’s Narragunnawali program supports all schools and early learning services in Australia to foster a higher level of knowledge and pride in Aboriginal and Torres Strait 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 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 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.
Reconciliation Action Plan Process at Haileybury At Haileybury, the RAP committee will maintain the integrity of the plan by keeping to the following timelines, and by reviewing and updating the plan annually.
Action
Responsibility
Timeline
Outcome
Advertise for new RAP Committee members
Scott Doran, Vice Principal and chair of RAP Committee
With each RAP refreshment and as needed.
A refreshed committee of staff and students occurs with each new RAP. Previous members are welcome to continue.
Hold RAP Committee meeting at least once per term to work through and report on assigned actions
RAP Committee as chaired by Scott Doran, Vice Principal
Ongoing
Minutes are taken at each meeting and made available to the committee.
Refreshment of RAP
RAP Committee as chaired by Scott Doran, Vice Principal
Biennially
Refreshment of the RAP document every two years.
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Our Reconciliation Action Plan
Working Group Staff Representatives
Scott Doran Vice Principal (Chair) From 2022
Frances DellaBosca Head of People & Culture From 2026
Layal Allaf
Millie Chalmers
Senior School Teacher Campus RAP Coordinator (Senior School Brighton) From 2025
Middle School Teacher Campus RAP Coordinator (City) From 2026
Christina Dias
Claire Johns
Early Childhood Teacher Campus RAP Coordinator (Edrington) From 2026
Art Technician Campus RAP Coordinator (Edrington) From 2026
Mark Reed Middle School Teacher and Sport Campus RAP Coordinator (Newlands) From 2022
Cassandra Sinclair
Middle School Teacher From 2024
Junior School Teacher Campus RAP Coordinator (Castlefield) From 2024
Ihaab Ahmad
Lochie Antoniazzi
Cooper Dunn
Year 12 From 2025
Year 10 From 2026
Year 10 From 2026
Brent Ritchie
Student Representatives
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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, students and alumni represent all areas of our School; the Early Learning Centre, Junior School, Middle School, Senior Schools and Corporate Staff.
Cultural guidance has been provided to the Reconciliation Action Plan Working Group by community members including Willie Pepper (Community Relations Manager, Boonwurrung Land & Sea Council).
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Lisa Christopher Director of ELC From 2022
Our Reconciliation Action Plan creates an environment in our School community that embodies the spirit of reconciliation. We 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.
Jess Collins
Nicole Cunningham
ELC Lead Educator Campus RAP Coordinator (Castlefield) From 2024
Middle School Teacher Campus RAP Coordinator (Newlands) From 2022
Eamonn Johnson Senior School Teacher Campus RAP Coordinator (Senior School Keysborough) From 2025
Carly McLatchie Head of Professional Learning & Development From 2024
Jessie Payton PA to the Vice Principal From 2022
Chronis Tzimas Nicole Steyn Local Marketing Manager From 2022
Senior School Teacher Campus RAP Coordinator (Senior School Berwick) From 2026
Melissa Webb Middle School Teacher From 2026
External Representative
Kirrily Grech
James Laidlaw
Year 10 From 2026
Year 10 From 2026
Willie Pepper Community Relations Manager, Boonwurrung Land & Sea Council
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2024–25 RAP Progress Report Below is a summary of the progress completed of the 2024–25 incarnation of the Haileybury Reconciliation Action Plan.
Deliverables
Progress/Outcome
RELAT I ONSHI P S I N TH E C L ASSRO OM Aboriginal and Torres Strait Islander peoples in the classroom Continue to develop and increase relationships and publish them as a resource list on the Hub.
The working group for Action 7 has completed a list of contacts, which is currently accessible via Haileybury Hub.
RELAT I ONSHI P S AROUN D TH E SC H O OL Cultural responsiveness for staff 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.
The RAP Hub page was developed for staff to provide key resources, information and learning opportunities, including links to professional development. It also shares photos and videos from Indigenous and RAP events across campuses. In 2024 and 2025, Jillian West gave presentations at three Start-Up Days for Haileybury staff. All Corporate Services staff completed Indigenous Cultural Awareness training, with the same opportunity extended to Academic staff.
Reconciliation projects Create a reconciliation project list for each campus for approval and implementation.
This action will continue into 2026 with the creation of a list of proposed projects for each campus.
RELAT I ONSHI P S WI TH TH E C OM M UN I TY Welcome to Country Implement the Haileybury Cultural Protocol Guide, including Acknowledgement of Country and Welcome to Country protocols.
The Cultural Protocols guide has been implemented Haileyburywide and is available for staff on Haileybury Hub.
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Deliverables
Progress/Outcome
Celebrate National Reconciliation Week Incorporate an Indigenous permanent feature that is reflective and respectful as visitors to First Nations’ land at each campus.
An original mural was painted at our Brighton Campus by Merindah-Gunya, and a garden and sitting area is due to be developed for students and staff to reflect. Merindah-Gunya will also create a series of six paintings to represent the six seasons of the year for display in the Junior School.
Build relationships with community 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.
Indigenous culture has been integrated throughout the School via staff engagement with First Nations networks, partnerships and campus initiatives. Castlefield (Brighton) ELC replanted a local park with native species and hosted community events like National Reconciliation Week’s campfire gathering. City and Newlands (Keysborough) ELCs worked with artist Simone Thomson who created their gathering circle and mural, while numerous campuses have planted Indigenous gardens. The School also commissioned Merindah-Gunya to create magentatoned art for visiting sporting teams during Reconciliation Sports weekend.
Cultural responsiveness for students and children Staff will be provided with cultural responsiveness training to ensure they are equipped to create culturally responsive learning experiences for students.
Reconciliation and First Nations professional development sessions have been offered at various Start-Up Days. Current professional development is advertised via Haileybury Hub.
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.
Jaedyn Williams and members of Living Culture were welcomed to Castlefield (Brighton), Edrington (Berwick) and Newlands (Keysborough) campuses to conduct smoking ceremonies and share knowledge, stories and culture with ELC, Junior and Middle School students. Jarman Impey (AFL footballer) was a guest speaker at Senior School’s Reconciliation Week Assembly. Merindah-Gunya has been welcomed to Castlefield (Brighton) campus multiple times to work with both Junior and Middle School students to bring to life the journey of the community, which was then painted in a central location, and was also invited to share her personal journey and cultural awareness during National Reconciliation Week to our Middle School students. Chris Tamwoy visited all campuses to share his love of music and the Torres Strait Island Culture.
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Deliverables
Progress/Outcome
RESP ECT I N T HE C L ASSROOM Teach about reconciliation Work with Action Group 15 to implement teaching about days of national significance in the curriculum.
This has been completed with the guidance of Teaching & Learning.
Explore current affairs and issues 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.
This has been created and shared with students. We will continue this action into the future as we ensure the page stays current and accessible to students.
RESP ECT I N T HE S C H OOL Acknowledgement of Country 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.
Acknowledgement of Country plaques have been placed in Campus Reception areas at Keysborough and Brighton. The design incorporates artwork by Indigenous artist Steve Parker.
Care for country 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. Audit curriculum documents to ensure they are meeting the Australian Curriculum: Cross-curriculum priorities — Aboriginal and Torres Strait Islander Histories and Cultures Version 9.0.
A Bush Tucker Garden was established in the Junior School of our Keysborough campus, containing a variety of local Indigenous edible plants, while all Early Learning Centres have established Indigenous gardens with bush tucker plants and native grasses, and there are plans to create gardens at Edrington (Berwick) and Castlefield (Brighton). Castlefield (Brighton) students and Senior School Boys Houses took part in Clean Up Australia Day. The Deputy Principal (Teaching & Learning) completed an audit of ELC, Junior, Middle, Pre-Senior and Senior School curriculum.
RESP ECT WI T H T H E C OM M UN I TY Aboriginal and Torres Strait Islander flags Implement the Haileybury Flag Protocol and review.
The Haileybury Flag Protocol has been implemented (and reviewed) Haileybury-wide and is available for staff on Haileybury Hub.
Take action against racism 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.
A review was conducted across all the sub-schools of Haileybury regarding anti-racism principles that confirmed the appropriate teachings were already in place.
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Deliverables
Progress/Outcome
OPP OR T UNI T I ES I N TH E C L ASSRO OM Curriculum planning 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.
The Deputy Principal (Teaching & Learning) completed a curriculum audit, confirming that First Nations histories, cultures and perspectives are covered in all areas of the School across a wide range of subjects, and some additions will be made to the Senior School curriculum.
OPP OR T UNI T I ES A RO UN D TH E SC H O OL Inclusive policies Fill the gap in the active encouragement of Aboriginal and Torres Strait Islander peoples in applying for roles at Haileybury.
People and Culture has embedded an active encouragement to Aboriginal and Torres Strait Islander peoples in all recruitment advertisements.
Staff engagement with RAP Complete a calendar of significant dates for Indigenous people and link specific dates 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.
A calendar of Reconciliation Significant Dates was created and added to the RAP Hub page for staff. The Marketing Department attended various events across campuses to capture and celebrate these occasions with the School community. Jillian West delivered presentations to Haileybury staff across three Start-Up Days. Senior English teachers participated in further professional development, exploring Indigenous cultures and stories through literature.
RAP budget allocation Allocate a RAP budget for each campus.
Each campus has been allocated its own budget for RAP related activities.
OPP OR T UNI T I ES W I TH TH E C O M M UN I TY Celebrate RAP progress Bring the RAP to life through continuing the process of staff, student and public awareness through a coordinated marketing approach. The School promotes ongoing awareness of the Reconciliation Action Plan through coordinated communication and community engagement. Campus-based Welcome to Country events have provided evidence of Haileybury’s ongoing commitment to reconciliation.
The School promotes ongoing awareness of the Reconciliation Action Plan through coordinated communication and community engagement. To date a dedicated annual event celebrating RAP milestones, featuring participation from local Aboriginal and Torres Strait Islander Elders and community members has not occurred. However, campus-based Welcome to Country events have provided evidence of Haileybury’s ongoing commitment to reconciliation.
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2026-27 RAP Actions:
Relationships
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Relationships in the Classroom Action 1
ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLES IN THE CLASSROOM
We are committed to engaging Aboriginal and Torres Strait Islander people in our learning activities. Having Aboriginal and Torres Strait Islander voices in learning environments is vital when teaching about Aboriginal and Torres Strait Islander histories and cultures. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE R A B L ES
R ES P O N S IB IL IT Y
We will welcome Aboriginal and Torres Strait Islander peoples into our School to provide authentic learning experiences.
Continue to develop and increase relationships and publish them as a resource list on Haileybury Hub.
Christina Dias Mark Reed Chronis Tzimas
Action 2
EARLY YEARS LEARNING FRAMEWORK
Educators find ways to link their reconciliation vision and plans to daily planning and practices around the Early Years Learning Framework. Doing this means reconciliation is in everyday teaching and learning. (www.narragunnawali.org.au/rap/actions)
G OAL
D E L I VE R A B L ES
R ES P O N S IB IL IT Y
Embed Aboriginal and Torres Strait Islander perspectives into everyday Early Years practice.
Haileybury Early Learning planning and philosophy documents will be reviewed and updated to include Aboriginal and Torres Strait Islander perspectives.
Lisa Christopher Jess Collins
Relationships around the School Action 3
ABORIGINAL AND TORRES STRAIT ISLANDER REPRESENTATION ON COMMITTEES
Encourage Aboriginal and Torres Strait Islander staff, parents/carers and community members to be active representatives on your school’s committees. Ensure Aboriginal and Torres Strait Islander perspectives inform decision-making processes by respecting the experiences and knowledge that Aboriginal and Torres Strait Islander peoples can bring to committees. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE R A B L ES
R ES P O N S IB IL IT Y
To ensure Aboriginal and Torres Strait Islander perspectives help inform School decisions in a respectful and meaningful way.
Invite at least one Aboriginal and Torres Strait Islander representative from within our community to contribute to a committee.
Scott Doran Jessie Payton
Action 4
ELDERS AND TRADITIONAL OWNERS SHARE HISTORIES AND CULTURES
Develop meaningful and ongoing relationships with local Aboriginal and Torres Strait Islander Elders and people recognised in the community as Traditional Owners. Invite local Aboriginal and Torres Strait Islander Elders and Traditional Owners, to share their histories and culture in classrooms. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE R A B L ES
R ES P O N S IB IL IT Y
Endeavour to build respectful and ongoing relationships with local Elders and Traditional Owners that support learning and connection to country.
Establish relationships with at least one local Elder or Traditional Owner group to support engagement across the year.
Christina Dias Mark Reed Chronis Tzimas
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Action 5
CULTURAL RESPONSIVENESS FOR STAFF
We are supported to reflect on and build our cultural responsiveness to improve our practice and best support the needs of Aboriginal and Torres Strait Islander students. We are provided with a range of opportunities to build our knowledge and understanding of our own positionality and Aboriginal and Torres Strait Islander perspectives, contributions and cultures. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE R A B L ES
R ES P O N S IB IL IT Y
To build awareness, knowledge, and an understanding of Aboriginal and Torres Strait Islander cultures across our staff.
Continue to add RAP content including articles and fact sheets to the Haileybury Hub to support the cultural competence of staff.
Frances Della-Bosca Carly McLatchie
Action 6
RECONCILIATION PROJECTS
Our school will collaborate on projects that visibly and authentically embed Aboriginal and Torres Strait Islander histories and cultures in learning programs and the physical environment. Through this culture of collaboration across the school and with the community, we commit to creating an environment where young people, staff and community members acknowledge, respect and experience connection to the First Australians. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE R A B L ES
R ES P O N S IB IL IT Y
Aim to bring the School together to collaborate on large scale projects helping promote reconciliation across the whole community.
Create a reconciliation project list for each campus for approval and implementation.
Brent Ritchie Melissa Webb
Relationships with the community Action 7
WELCOME TO COUNTRY
Where appropriate, significant events at our school 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 the Land. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE R A B L ES
R ES P O N S IB IL IT Y
We will pay our ongoing respect to the Boonwurrung, Bunurong and Wurundjeri peoples through appropriate Welcome to Country ceremonies.
Review and update the Haileybury Cultural Protocol Guide, including Acknowledgement of Country and Welcome to Country protocols.
Scott Doran Jessie Payton
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Action 8
CELEBRATE NATIONAL RECONCILIATION WEEK
Our school community celebrates National Reconciliation Week (NRW) which is held from 27 May to 3 June each year by talking about reconciliation in the classroom and around the school, and celebrating with the community. NRW is a time for all Australians to learn about our shared histories, cultures and achievements and to explore how each of us can join the national reconciliation effort. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE R A B L ES
R ES P O N S IB IL IT Y
We will schedule a specific set of events to commemorate National Reconciliation Week and ensure that active student engagement in these events is high.
Arrange ways to celebrate National Reconciliation Week across the campuses. including assemblies, guest speakers and activities.
Layal Allaf Eamonn Johnson Ihaab Ahmad Lochie Antoniazzi Cooper Dunn Kirrily Grech James Laidlaw
Action 9
CREATE STAKEHOLDER LIST
Having knowledge of local Aboriginal and Torres Strait Islander communities, organisations and other key stakeholders in your area is important for building mutually respectful working relationships and strengthening the implementation of RAP initiatives. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE R A B L ES
R ES P O N S IB IL IT Y
We will work to strengthen the School’s awareness of and connection with local Aboriginal and Torres Strait Islander communities.
Review and update the stakeholder list published on Haileybury Hub.
Christina Dias Mark Reed Chronis Tzimas
Action 10
BUILD RELATIONSHIPS WITH COMMUNITY
We commit to forming ongoing relationships with the local Aboriginal and Torres Strait Islander community. Our relationships will be built on mutual respect, trust and inclusiveness. We respect these relationships and the way they make opportunities for Aboriginal and Torres Strait Islander peoples and non-Indigenous staff, students, children and the community. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE R A B L ES
R ES P O N S IB IL IT Y
Initiate relationships that have tangible benefits to communities and enrich our understanding of Indigenous culture.
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.
Christina Dias Mark Reed Chronis Tzimas
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Action 11
CULTURAL RESPONSIVENESS FOR STUDENTS AND CHILDREN
Our everyday program will have ways for children and students to learn about Aboriginal and Torres Strait Islander perspectives, contributions and cultures, in and outside the classroom. We will include cultural responsiveness principles our students and children have learned in the ethos of our classrooms and across our school. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE R A B L ES
R ES P O N S IB IL IT Y
Support students to develop respect, understanding and awareness of Aboriginal and Torres Strait Islander cultures and perspectives.
Incorporate Aboriginal and Torres Strait Islander perspectives across all levels of our learning programs and invite members of local Indigenous groups to share their culture with students through experiences such as music/dance/arts incursions and Welcome to Country ceremonies.
Millie Chalmers Nicole Cunningham Cassandra Sinclair
Respect in the classroom Action 12
TEACH ABOUT RECONCILIATION
Our school community is committed to learning about reconciliation in Australia. Having an understanding of the concept, history and progress of reconciliation is an important part of continuing the reconciliation journey. This understanding also helps to strengthen engagement with our school’s RAP by positioning it within the broader story of reconciliation in Australia. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE R A B L ES
R ES P O N S IB IL IT Y
We will continue to improve our School community’s understanding of the meaning and importance of reconciliation between Indigenous and non-Indigenous Australians.
Implement teaching about days of national significance in the curriculum.
Millie Chalmers Nicole Cunningham Cassandra Sinclair
Action 13
TEACH ABOUT DAYS OF NATIONAL SIGNIFICANCE
Schools and early learning services should incorporate nationally significant days for Aboriginal and Torres Strait Islander peoples, and for reconciliation more generally, into their curriculum. The inclusion of Aboriginal and Torres Strait Islander perspectives should also be a core part of teaching about important national days, such as 26 January (Australia Day) and ANZAC Day. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE R A B L ES
R ES P O N S IB IL IT Y
To deepen student understanding of important national days and their significance.
Implement a One Haileybury approach to teach key national days through the development of classroom activities which can be stored on Haileybury Hub.
Claire Johns Nicole Steyn
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Action 14
EXPLORE CURRENT AFFAIRS AND ISSUES
We commit to knowing the news and being responsive to current issues significant to Aboriginal and Torres Strait Islander peoples and the process of reconciliation. We will do this through delivering our curriculum, policies and procedures, and integrating it into the way our school operates. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE R A B L ES
R ES P O N S IB IL IT Y
Current affairs and issues will be explored respectfully by students in a discussionbased forum, ideally involving the voice of First Nations representatives.
Continue to develop and publicise the student RAP Canvas page to raise awareness about current affairs and issues concerning Aboriginal and Torres Strait Islander history, cultures, rights and identities.
Layal Allaf Eamonn Johnson Ihaab Ahmad Lochie Antoniazzi Cooper Dunn Kirrily Grech James Laidlaw
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2026-27 RAP Actions:
Respect
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Relationships in the Classroom Action 15
ACKNOWLEDGEMENT OF COUNTRY
Our school recognises the continuing connection of Aboriginal and Torres Strait Islander peoples to the Country on which we live, work, learn and grow. All staff and students have the opportunity to show respect to Traditional Owners and Custodians by regularly conducting an Acknowledgement of Country at meetings and events throughout the year. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE R A B L ES
R ES P O N S IB IL IT Y
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.
Plan for the installation of an Acknowledgement of Country and places of gathering at each campus. Investigate the possibility of students being involved in the design of plaques in consultation with a local Indigenous representative.
Brent Ritchie Melissa Webb
Action 16
CARE FOR COUNTRY
We commit to actively connecting with, and caring for, the Country/place on which our school stands. This involves respectfully learning about Aboriginal and Torres Strait Islander perspectives, philosophies and practices about caring for Country/place, as well as physically demonstrating respect for the skies, waterways and Land on which we live and learn. We will consider First Nations perspectives as part of broader sustainability plans, policies and practices. This will reinforce the meaningful and continuous connections Aboriginal and Torres Strait Islander peoples have continued to have with Country/place since time immemorial, as well as provide positive opportunities for all members of our educational community to become socially and environmentally responsible citizens who display a growing awareness of the importance of First Nations land management and sustainability. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE R A B L ES
R ES P O N S IB IL IT Y
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.
Create an Indigenous (Reconciliation) Garden at each campus, featuring local native plants, in consultation with local Indigenous representatives.
Brent Ritchie Melissa Webb
Respect with the community Action 17
CELEBRATE DAYS OF NATIONAL SIGNIFICANCE
Organising and participating in events to celebrate or commemorate days/weeks of national significance for Aboriginal and Torres Strait Islander peoples and the reconciliation movement demonstrates pride in, and respect for, Aboriginal and Torres Strait Islander histories, cultures and contributions. Aboriginal and Torres Strait Islander perspectives should also be included in the celebration or commemoration of other national days, including the 26 January (Australia Day) and Anzac Day. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE R A B L ES
R ES P O N S IB IL IT Y
To acknowledge and celebrate important Aboriginal and Torres Strait Islander events in a meaningful way.
Prepare plans of activities that can be delivered across the campuses to mark key events such as NAIDOC Week and publish these on Haileybury Hub.
Claire Johns Nicole Steyn
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H A I L E Y B U RY R E C O N C I L I AT I O N AC T I O N P L A N 2 0 2 6/ 2 7
Action 18
ABORIGINAL AND TORRES STRAIT ISLANDER FLAGS
Our school flies/displays the Aboriginal and Torres Strait Islander flag to demonstrate respect and recognition for the histories, cultures and contributions of the First Peoples of Australia. Flying or displaying the flags promotes a sense of community partnership and a commitment toward reconciliation. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE R A B L ES
R ES P O N S IB IL IT Y
We will display our respect for Aboriginal and Torres Strait Islander cultures by proudly flying the flags at each campus across the School.
Review and update the Haileybury Flag Protocol and ensure its implementation across the campuses.
Scott Doran Jessie Payton
Action 19
PHYSICAL ACKNOWLEDGEMENT OF COUNTRY
Proudly display a physical Acknowledgement of Country to show awareness of, and respect for, the Aboriginal or Torres Strait Islander Traditional Owners and Custodians of the land on which your school is located. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE R A B L ES
R ES P O N S IB IL IT Y
To create a visible and lasting acknowledgement of Traditional Owners at each campus.
Create a permanent Acknowledgement of Country at each campus.
Brent Ritchie Melissa Webb
Action 20
TAKE ACTION AGAINST RACISM
We will raise awareness of racism, its impacts and how to respond effectively when it happens. We will do this through an anti-racism strategy tailored to the needs of our school. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE R A B L ES
R ES P O N S IB IL IT Y
We will improve the level of understanding of racism and its harmful effects throughout the School community.
Ensure Haileybury’s Wellbeing program includes lesson intentions that will teach key anti-racism principles and guide discussions with students.
Layal Allaf Eamonn Johnson Ihaab Ahmad Lochie Antoniazzi Cooper Dunn Kirrily Grech James Laidlaw
H A I L E Y B U RY R E C O N C I L I AT I O N AC T I O N P L A N 2 0 2 6/ 2 7
2026-27 RAP Actions:
Opportunities
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H A I L E Y B U RY R E C O N C I L I AT I O N AC T I O N P L A N 2 0 2 6/ 2 7
Opportunities in the classroom Action 21
CURRICULUM PLANNING
Aboriginal and Torres Strait Islander histories and cultures are a key, ongoing part of curriculum planning, development and evaluation across all year levels and learning areas. We will review curriculum documents to find out where we include Aboriginal and Torres Strait Islander histories and cultures, and to what extent and where we could include Aboriginal and Torres Strait Islander histories, cultures and contributions in the curriculum. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE R A B L ES
R ES P O N S IB IL IT Y
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.
Complete a curriculum audit, examining the placement of Indigenous histories and cultures across year levels and subject areas from ELC to Senior School.
Millie Chalmers Nicole Cunningham Cassandra Sinclair
Opportunities around the School Action 22
INCLUSIVE POLICIES
All staff at school are aware of policies referring to improving educational outcomes for Aboriginal and Torres Strait Islander people and building knowledge of, and respect for, Aboriginal and Torres Strait Islander histories and cultures in Australia. When internal policies are reviewed and developed, we will ensure that they are inclusive of Aboriginal and Torres Strait Islander peoples and perspectives, and that there is a plan in place to ensure that all staff comply with these policies in their daily practice. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE R A B L ES
R ES P O N S IB IL IT Y
Our policies will be inclusive of Aboriginal and Torres Strait Islander peoples and help shape an understanding of their histories and cultures.
Fill the gap in the active encouragement of Aboriginal and Torres Strait Islander peoples in applying for roles at Haileybury.
Frances Della-Bosca Carly McLatchie
Action 23
STAFF ENGAGEMENT WITH RAP
Commitment to the Reconciliation Action Plan (RAP) from all staff is essential for developing a RAP that is implemented in a meaningful and sustainable way. All staff will be involved in the ongoing development and implementation of our RAP through staff development opportunities facilitated by the RAP Working Group. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE R A B L ES
R ES P O N S IB IL IT Y
The Haileybury RAP Committee will implement opportunities to promote RAP awareness for all staff.
Complete a calendar of significant dates (including resources) of relevant Indigenous milestones.
Claire Johns Nicole Steyn
H A I L E Y B U RY R E C O N C I L I AT I O N AC T I O N P L A N 2 0 2 6/ 2 7
Action 24
RAP BUDGET ALLOCATION
Setting aside dedicated funds for your RAP within your budget gives your school the opportunity to procure goods and services that can strengthen the sustainability of your RAP Actions. It is important to consider remuneration for external people and organisations invited to contribute time and resources to RAP initiatives in your school. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE RA B L ES
R ES P O N S IB IL IT Y
Allocate a RAP budget for each campus.
Review the RAP budgets allocated to each campus to ensure they provide the adequate funds for RAP related activities.
Scott Doran Jessie Payton
Action 25
NATIONAL QUALITY STANDARD
Early learning services should ensure their engagement with the Australian Children’s Education and Care Quality Authority (ACECQA) National Quality Standard involves the inclusion of Aboriginal and Torres Strait Islander histories, cultures and contributions in their daily practice and programming, as well as authentic and meaningful engagement with the local Aboriginal and Torres Strait Islander community. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE RA B L ES
R ES P O N S IB IL IT Y
To ensure early learning practices reflect reconciliation within the National Quality Standard.
Reconciliation practices will be incorporated into Haileybury Early Learning documentation and review processes.
Lisa Christopher Jess Collins
Opportunities with the community Action 26
EMPLOYMENT STRATEGY
Schools and early learning services should consider implementing an Aboriginal and Torres Strait Islander employment strategy. This will assist in attracting Aboriginal and Torres Strait Islander candidates to vacancies, as well as supporting current Aboriginal and Torres Strait Islander employees. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE RA B L ES
R ES P O N S IB IL IT Y
To strengthen Aboriginal and Torres Strait Islander representation within the School workforce.
Develop an employment strategy to attract and support Aboriginal and Torres Strait Islander staff.
Frances Della-Bosca Carly McLatchie
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Action 27
CELEBRATE RAP PROGRESS
We are committed to reflecting on the progress made in the growth of knowledge and pride in Aboriginal and Torres Strait Islander histories, cultures and contributions in our school. We will track the progress of our RAP, continually revisit our commitments, and celebrate our achievements, while generating new ideas to develop and sustain our RAP into the future. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE R A B L ES
R ES P O N S IB IL IT Y
We will inform our wider school community of the progress of our Reconciliation Action Plan and publicly celebrate the new initiatives and relationships.
Bring the RAP to life through continuing the process of staff, student and public awareness through a coordinated marketing approach.
Frances Della-Bosca Carly McLatchie
Action 28
ABORIGINAL AND TORRES STRAIT ISLANDER LANGUAGES
Through learning about Aboriginal and Torres Strait Islander languages, students and children can gain deeper knowledge and understanding of Aboriginal and Torres Strait Islander cultures and identities. Providing students and children with opportunities to learn – and learn about – Australia’s First Languages also plays an important role in supporting language maintenance and revitalisation. (www.narragunnawali.org.au/rap/actions) G OAL
D E L I VE R A B L ES
R ES P O N S IB IL IT Y
To foster awareness and appreciation of Aboriginal and Torres Strait Islander languages.
As part of the curriculum audit, provide opportunities for students to learn of Australia’s First Languages.
Millie Chalmers Nicole Cunningham Cassandra Sinclair
H A I L E Y B U RY R E C O N C I L I AT I O N AC T I O N P L A N 2 0 2 6/ 2 7
Our artist In 2015, under the leadership of the 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.
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).
Working together with Steve, we started to sketch out our thoughts keeping in line with Indigenous traditions.
The Boonwurrung is a combination of water and country. We wanted this represented in our artwork. The lines represent land (biik) or country.
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855 Springvale Road Keysborough Victoria 3173 haileybury.com.au