BCC Reconciliation Action Plan

RAP

Reconciliation
Action Plan

welcome to country

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We acknowledge the traditional owners of the land
on which we learn, the Wadawurrung and Gadabanud
people, and pay our respects to their elders past,
present and emerging, recognising their continuing
connection to the land and waterways.We also
acknowledge their special and unique place in our
nation’s historical, cultural and linguistic identity.We
extend our respect to all members of the Ballarat
Aboriginal Community, recognising that many
Aboriginal people were forcibly removed from Country
all over Victoria and interstate during the Stolen
Generations and brought to Ballarat.

the principal We are excited to formalise our commitment
to reconciliation through the establishment
of our Reconciliation Action Plan (RAP), which
aims to foster higher levels of knowledge and
pride in Aboriginal and Torres Strait Islander
histories, cultures and contributions for the
benefit of our whole community.

Clarendon’s RAP is centred around our
core values of learning, responsibility
and community. Through our RAP, we
commit to learning from and engaging
with Aboriginal and Torres Strait Islander
Peoples, communities and organisations; to
respectfully incorporating Aboriginal and
Torres Strait Islander cultures and knowledge
in the development of curriculum; to creating
a culturally safe and responsive community
where Aboriginal and Torres Strait Islander
people are treated with dignity and respect.

Delivering on our Reconciliation Action Plan
is a long-term commitment that will require
ongoing consideration and collaborative
effort. We are excited about the possibilities
that strengthening our relationships with
First Nations people could create and
are committed to Clarendon becoming a
champion of reconciliation within broader
society.

David Shepherd
Principal

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our vision

At its heart, Reconciliation is about strengthening relationships between Aboriginal • to respectfully incorporate Aboriginal and Torres Strait Islander cultures
and Torres Strait Islander Peoples and non-Indigenous Peoples for the benefit and knowledge, and a recognition of the truth of Australia’s history, in the
of all Australians. We believe Ballarat Clarendon College has a responsibility, in development of curriculum, engagement activities and teaching and learning
collaboration with Aboriginal and Torres Strait Islander communities, to develop practices.
empathy and awareness amongst our students, staff, parents and wider school
community so they become champions of reconciliation within broader society. • to celebrate the immense and historically significant contribution of Aboriginal
and Torres Strait Islander Peoples to the fabric of Australian society, both before
Our aims are and after colonisation.

• to ensure that Clarendon’s campuses are places where Aboriginal and • to develop an understanding of the importance of place and the land within
Torres Strait Islander Peoples feel culturally safe and are treated with dignity Aboriginal and Torres Strait Islander culture, while encouraging and providing
and respect. opportunities for all within the Clarendon community to connect to Country.

• to truly engage with and learn from Aboriginal and Torres Strait Islander Peoples,
communities and organisations.

reconciliation action plan 5

our team

In 2020, one of our senior students found themselves reflecting on the will continue to be revisited in the future. As a result, a Reconciliation Action Plan
representation of First Nations communities during NAIDOC week. The focus of Working Group was established, comprising members of staff and students from the
the week was to reinforce that both Aboriginal and Torres Strait Islander Peoples Classes of 2021, 2022 and 2023.
were, and are, Australia’s ‘first explorers, first navigators, first engineers, first farmers,
first botanists, first scientists, first diplomats, first astronomers and first artists’. As Through the lens of the vision of reconciliation, the Working Group, hopes to adapt
a result, the student proposed that we take the first and essential step towards the current school climate to one that is more inclusive. These initiatives will, in turn,
acknowledgment, which was the creation of infrastructure to fly both the Aboriginal act to promote a sense of community partnership as well as show a commitment
as well as the Torres Strait Islander flags within Clarendon’s grounds. towards reconciliation.

This proposal prompted the Board to consider a more systemic approach. The Board This process is crucial in the development of social sensitivity and cultural awareness
decided to commit to a Reconciliation Action Plan, which involves making a vision not only internally, but in the wider Ballarat community. Bringing these societal
that appreciates and incorporates changes to multiple facets within the school that inequities to the forefront of people’s minds through structured change will no
doubt allow for further progress toward reconciliation.

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R A PReconciliation the path forward

Action Plan 2022-2025

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reconciliation action plan Action Deliverables Timeline Responsibility

Action 1. Welcome to Country 1.1 Identify key events for a welcome to country, including: 2022 + Principal
• opening of major new buildings
A Welcome to Country reminds us of the importance of Country and Place • some first assemblies of the year 2022 + Principal
to Aboriginal and Torres Strait Islander Peoples. Having an understanding • start of each new term at Yuulong Assemblies Heads of School with
of what Country means to Aboriginal and Torres Strait Islander Peoples will • National Reconciliation Week T4 2021 + members of RAP team
help to understand the significance of a Welcome to Country. • ANZAC Day.

“Country in Aboriginal English is not only a common noun but also a proper 1.2 Include in budget an allowance to engage Wadawurrung representatives for
noun. People talk about country in the same way that they would talk about major events.
a person: they speak to country, sing to country, visit country, worry about
country, feel sorry for country, and long for country. People say that country 1.3 Educate the school community about the significance of Country and,
knows, hears, smells, takes notice, takes care, is sorry or happy. Country is not therefore,Welcome to Country.
a generalised or undifferentiated type of place, such as one might indicate
with terms like ‘spending a day in the country’ or ‘going up the country’.
Rather, country is a living entity with a yesterday, today and tomorrow, with
a consciousness, and a will toward life.” – Rose, D. (1996). Nourishing terrains:
Australian Aboriginal views of landscape and wilderness (p. 7). Canberra,
ACT: Australian Heritage Commission.

Action 2. Acknowledgement of Country 2.1 Provide learning for key staff members and student leaders on the T1 2022 + Staff RAP members
importance of Acknowledgement of Country and how it should be T1 2022 + RAP team
An Acknowledgement of Country is a way of showing respect for the conducted. T4 2021 RAP team
Aboriginal or Torres Strait Islander Traditional Owners and Custodians of the
land on which learning is taking place or a meeting or event is being held. 2.2 Educate the school community about the significance of Country and,
For non-Indigenous Australians, Acknowledgement of Country is a symbolic therefore, Acknowledgement to Country.
act of reconciliation as it recognises the continuing connection of Aboriginal
and Torres Strait Islander Peoples to Country. 2.3 Collaborate with local Elders to draft a base script for Acknowledgement of
Country, but encourage the Acknowledgement to be tailored for the specific
event to maintain relevance and meaning.

2.4 Identify events where an Acknowledgement of Country should occur, 2022 + RAP team
including:

• assemblies
• whole staff meetings
• parent information nights
• reunions
• in response to any Welcome to Country
• graduation events
• award ceremonies
• cohort meetings
• school performances.

2.5 Draft a digital Acknowledgement of Country for inclusion on the school’s T1 2022 Comms team with
website and in email signatures. RAP team

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Action Deliverables Timeline Responsibility reconciliation action plan

Action 3. Aboriginal and Torres Strait Islander People in the Classroom 3.1 Use results of audit in 6.3 to identify opportunities to invite Aboriginal and S2 2022 RAP team
Torres Strait Islander Peoples to share their perspective. 2022 Heads of Yuulong
Having Aboriginal and Torres Strait Islander Peoples present in classrooms is
vital when teaching about Aboriginal and Torres Strait Islander histories and 3.2 Incorporate Aboriginal and Torres Strait Islander Peoples perspectives into the
cultures. This is especially meaningful when local perspectives are shared Yuulong curriculum.
from the place students and children are living and learning.

3.3 Allocate budget. 2023 budget Principal

Action 4. Teach about Reconciliation 4.1 Incorporate the history of reconciliation into Year 6 History curriculum. T1 2022 History Department
T2 2022
Reconciliation is about strengthening relationships between the wider 4.2 Ensure celebrations for Reconciliation Week include an explanation of what Heads of School
Australian community and Aboriginal and Torres Strait Islander Peoples reconciliation is and the broader story of progress made and gaps. T4 2022
for the benefit of all Australians. Teaching and learning about the concept, Heads of Department
history and progress of reconciliation can help to provide students, children 4.3 Link all units focussed on Aboriginal and Torres Strait Islander history to the with support from
and staff with an understanding of how your school’s RAP fits into the impact on future reconciliation. RAP team
broader story of reconciliation in Australia.

4.4 Incorporate concept of reconciliation into Health and Wellbeing curriculum, T3 2022
including its links to sustainability.

Action 5. Explore Current Affairs and Issues 5.1 Continue to use Aboriginal and Torres Strait Islander contexts for argument Ongoing Head of English
analysis in VCE English. Ongoing
It is essential that children and students learn, and educators teach, about T1 2022 + Heads of School
current affairs and issues in the public domain that are of particular 5.2 Use assemblies to explore topical issues as they arise – including deaths in Ongoing
significance to Aboriginal and Torres Strait Islander Peoples to ensure custody, examples of racism, closing the gap report. RAP team
that Aboriginal and Torres Strait Islander cultures are represented as alive,
resilient and complex. 5.3 Add a channel to the Senior School, Nine10 and Middle School Teams Pages Comms team
where RAP committee will update resources. with RAP
Incorporating this perspective will build the relevance of historic concepts
for children and students and can provide a more concrete and relatable 5.4 Use social media channels to raise awareness of current affairs and issues
example of current political and cultural affairs and issues. through blog posts.

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reconciliation action plan Action Deliverables Timeline Responsibility

Action 6. Curriculum Planning 6.1 Establish a Big Idea that sits under ‘Community’ that includes the concept T1 2022 RAP team
that we want to educate about Aboriginal and Torres Strait Islander Peoples
Teachers and educators are in a unique position to drive the reconciliation as alive, resilient and complex. T3 2022 Deputy Principals
process in Australia and increase exposure to, and knowledge of, Aboriginal S1 2022 Heads of Department
and Torres Strait Islander histories and cultures. This is reflected in national 6.2 Professional Learning for staff on effective teaching of Aboriginal and Torres
curriculum frameworks for both schools and early learning services, which Strait Islander histories and culture. S1 2022 Heads of School
for the first time formally require teachers and educators to incorporate Ongoing Head of English
Aboriginal and Torres Strait histories, cultures and perspectives into teaching 6.3 Audit of current curriculum documentation to identify strengths, weaknesses Ongoing Head of History
and learning programs. and gaps in teaching Aboriginal and Torres Strait Islander histories and
cultures.
While it may seem like a daunting task, a key starting point is to ensure that
Aboriginal and Torres Strait Islander histories and cultures are incorporated 6.4 Creation of curriculum map for assemblies (see calendar below).
in curriculum planning and development processes across all learning
areas and year levels. This RAP Action suggests ways in which teachers and 6.5 Continue to use Aboriginal and Torres Strait Islander authors in VCE English.
educators can build Aboriginal and Torres Strait Islander perspectives into
curriculum planning and development processes. 6.6 Consider use of Aboriginal and Torres Strait Islander texts in younger year
levels – consider if the literary cannon in P-10 is missing voices.

6.7 Review of Years 5, 6 and 9 History – long-term consequences. Ongoing Heads of Yuulong and
Heads of Nine10

6.8 Ensure Yuulong Outdoor Ed curriculum includes study of how land was used
prior to European Settlement and consequences of settlement on land.

6.9 Consult with Aboriginal and Torres Strait Islander elders on what they view
the most important learnings to be and how they can be best incorporated.

Action 7. Cultural Competence for Staff 7.1 Establish space in PL schedule for development of staff cultural competence, S1 2022 Deputy Principals
including appropriate use of language. Staff on RAP team
Cultural competence opportunities can help to improve the level of
knowledge and understanding of Aboriginal and Torres Strait Islander 7.2 Educate staff on being role models for cultural acceptance. S1 2022 RAP team
cultures amongst staff, which is the basis for building better relationships
between Aboriginal and Torres Strait Islander Peoples and the wider 7.3 Establish priority learning for staff.
community.

7.4 Identify a training provider. S1 2022

7.5 Create a calendar, that is updated regularly, of community events staff can S1 2022 RAP team
optionally engage in that would enhance cultural awareness.

7.6 Identify key readings for staff to enhance cultural competency. S1 2022 RAP team

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Action Deliverables Timeline Responsibility reconciliation action plan

Action 8. Inclusive Policies 8.1 Review of current policies to ensure language is inclusive of all people S1 2022 Romina Norello
Laura Brady
Policies are helpful documents that can support schools and early learning 8.2 Engagement of Aboriginal and Torres Strait Islander representatives to Andrew Stewart
services to transform intention into action. Some policies are statutory and provide advice on how to use policies to increase knowledge of and respect
schools and early learning services are legally required to adhere to them. for Aboriginal and Torres Strait Islander Histories and cultures. S2 2022 Board
Others, generally those developed internally, are important in the overall
management and ethos of the particular school or early learning service
and the students or children who attend it.

In order to build a more equal and equitable future for all Australians, it is
important to ensure policies are inclusive of Aboriginal and Torres Strait
Islander Peoples and that the policies strive to increase knowledge of, and
respect for, Aboriginal and Torres Strait Islander histories and cultures in
Australia. This is important even if there are no Aboriginal and Torres Strait
Islander students or children attending the school or early learning service.

Action 9. Staff engagement with RAP 9.1 Include an update on RAP progress at briefings, including the rationale Ongoing RAP staff reps
behind Ongoing RAP staff reps
While the Reconciliation Action Plan (RAP) Working Group will be specific actions.
responsible for driving the development and implementation of RAP
commitments, getting all staff on board is essential for achieving 9.2 Continue to offer the opportunity for staff to join the RAP working group.
meaningful and sustainable outcomes. Use forums such as staff meetings
or professional learning sessions to keep staff up-to-date with RAP progress
and seek input on RAP initiatives from staff members who are not in the
Working Group.

Staff forums can be a good opportunity to engage all staff in professional
learning facilitated by Working Group members around specific RAP
Actions. This will help to create a deeper understanding of Clarendon’s
commitment to reconciliation.

Action 10. Celebrate National Reconciliation Week (27 May to 3 June) 10.1 Establishment of a student leadership group to plan and coordinate National T1 2022 RAP team
Reconciliation Week celebrations in Junior, Middle, Nine10 and Senior Schools. T1 2022
NRW is held from 27 May to 3 June each year. It is a time for all Australians T1 2022 Principal
to reflect on our shared histories, cultures and achievements and to explore 10.2 Allocation of budget for guest speakers during NRW Co-curricular
how each of us can join the national reconciliation journey. 27 May to 3 organisers
10.3 Consideration of how NRW can be incorporated into Art Club, Sustainability June
NRW is bookended by two key events in Australia’s history, which provide Committee and Creative Writing Club to engage students in the value of Heads of School
strong symbols for reconciliation: learning from First Nations People.

27 May 1967 – the referendum that saw more than 90% of Australians vote 10.4 Incorporation of NRW into Assembly during NRW.
to give the Australian Government power to make laws for Aboriginal and
Torres Strait Islander Peoples and recognise them in the census. 10.5 Promoting awareness and involvement in NRW activities that are occurring
in the community.
3 June 1992 – the Australian High Court delivered the Mabo decision, which
recognised that Aboriginal and Torres Strait Islander Peoples have a special
relationship with the land. This paved the way for land rights or Native Title.

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reconciliation action plan Action Deliverables Timeline Responsibility

Action 11. Build Relationships with Community 11.1 Ballarat Clarendon College will seek to build a dialogue channel with the S1 2022 and RAP, Board and
Wadawurrung Traditional Owners Aboriginal Corporation to seek advice on ongoing Principal
Building relationships and working together with our local Aboriginal and matters relating to cultural heritage, language, place-naming and protocols.
Torres Strait Islander community is essential for the success of your RAP, as S1 2022 and Heads of Yuulong
well as developing a deeper understanding of Australia’s First Peoples. 11.2 Engage with Gadabanud representatives on the design of elements of the ongoing
Yuulong program, including travel on Country and maximising learning of Head of Community
Working relationships between schools or early learning services and the sustainability of traditional practices. S2 2022 Service
Aboriginal and Torres Strait Islander community members should be built
on trust, mutual respect and inclusiveness. Communication, collaboration 11.3 Review Community Service program to identify opportunities to support Ongoing RAP team
and consultation are also key to sustaining successful partnerships with and increase engagement with Aboriginal and Torres Strait Islander
your local Aboriginal and Torres Strait Islander community. organisations.

As with any relationship, it may take time to get to know each other and to 11.4 Supporting community events organised by BADAC and other groups by
be able to create an atmosphere of safety and trust, in order for all parties to raising awareness and organising attendance as appropriate.
express views openly and honestly.
11.5 Display artwork from Aboriginal and Torres Strait Islander artists.
It is important not to put too much pressure on community members to
be involved, bearing in mind that it is generally most respectful to establish
a relationship with the community before asking community members to
contribute to activities in your school or early learning service.

Strong examples of reconciliation in education tend to be founded on a
commitment to building sustainable, transformational relationships rather
than short-term,‘transactional’ relationships.

Action 12. Aboriginal and Torres Strait Islander Flags 12.1 Ballarat Clarendon College will fly the Aboriginal and Torres Strait Islander S1 2022 Board and Principal
flags at the Sturt Street, Mair Street and Yuulong Campus. S1 2022 RAP and Comms team
Flying or displaying the Aboriginal and Torres Strait Islander flags at your
school shows respect for, and recognition of, the First Australians. 12.2 The initial flying of the Aboriginal and Torres Strait Islander flags will be
accompanied with a communication to the broader Ballarat Clarendon
Flying or displaying the flags also promotes a sense of community College community on the reason the flags will be flown and the link
partnership and is a public commitment toward reconciliation. It is between the recognition of First Australians and reconciliation.
therefore important to talk with your local Aboriginal and Torres Strait
Islander community about how the flags should be flown or displayed at
your school.

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Action Deliverables Timeline Responsibility reconciliation action plan

Action 13. Take Action Against Racism 13.1 Review current Health and Wellbeing curriculum. Improve the teaching of S1 2022 House Teacher
the origin of prejudices and awareness of current prejudices and the impact Term 1 representatives on
While cultural diversity is a celebrated part of Australia’s national identity, of casual and systemic racism as well as how to improve the situation. RAP
the unfortunate reality is that many individuals and communities in
Australia experience prejudice, discrimination and racism on a regular basis. 13.2 21 March International Day for the Elimination of Racial Discrimination – plan Student group to plan
activities to mark this important day. in conjunction with
The experience of racism continues to be very real for Aboriginal and Torres Heads of School
Strait Islander Peoples in particular. There is strong and consistent evidence
that Aboriginal and Torres Strait Islander Peoples, including children,
experience racism, prejudice and discrimination at levels that are higher than
for most, if not all, other groups in Australia (Biddle and Priest, 2019).

The 2018 Australian Reconciliation Barometer found that 33% of Aboriginal
and Torres Strait Islander Peoples experienced at least one form of verbal
racial abuse in the past 6 months, 51% of Aboriginal and Torres Strait Islander
Peoples believe that Australia is a racist country, and 49% of Aboriginal and
Torres Strait Islander Peoples consider racial and cultural differences as the
biggest cause of social divisions in Australia.

For this reason, improving race relations is central to reconciliation.
Race relations is one of the five integral and interrelated dimensions of
reconciliation in Australia. That is, the race relations dimension calls for all
Australians to understand and value Aboriginal and Torres Strait Islander and
non-Indigenous cultures, rights and experiences, which results in stronger
relationships based on trust and respect and that are free of racism.

Schools and early learning services play a major role in influencing the
formation of students’ and children’s attitudes and world views, as well
as those of the wider communities. Educating communities can therefore
counter racist attitudes and their negative effects by assisting students
to develop an understanding and respect for cultural differences. Having
conversations with students and children about racism is important, but
perhaps equally important, anti-racism needs to be actively and holistically
lived and modelled every day.

Action 14. Celebrate RAP Progress 14.1 Complete annual review of RAP, including a survey of the school community. 2022 + RAP team
Outcomes of review to be made public throughout the school. 2022 +
Reflecting on the progress made in the growth of knowledge and pride in Comms team with
Aboriginal and Torres Strait Islander histories, cultures and contributions 14.2 Integrate communication of RAP progress into events and publications RAP team
through your RAP is essential and should be celebrated. during NRW and NAIDOC week.

This reflection and celebration can also help to generate new ideas about 14.3 I nclude update on RAP in school publications, including ringaroo and
developing and sustaining your RAP into the future. In light of the important claritudo.
role played by your community in the development and implementation of
the RAP, it is a good idea to make this progress public.

reconciliation action plan 13

reconciliation calendar

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13 February Featured Artwork
A nniversary of the National Apology
Bundjil Karringalabil Murrup (Bundjil Creator Spirit)
March
National Close the Gap Day Artist: Jenna Oldaker

21 March Description: Bundjil the eagle is the spirit creator of Wadawurrung Country.
Harmony Day This artwork illustrates Bundjil flying high over Wadawurrung land, as we send
thanks to him for continuing to watch over us since his creation. Waa the crow,
25 April protector of our waterways, shares a strong connection with Bundjil, as he is
A NZAC Day our protector. The four outer circles in the artwork represent water, wind, fire,
and land – with the centre circle depicting the most important element, the
26 May sun. Every element flows into the centre circle, as nothing can exist without our
N ational Sorry Day greatest source of life.

27 May to 3 June Material: Acrylic on canvas
N ational Reconciliation Week
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27 May
Anniversary of the 1967 Referendum

3 June
M abo Day

First Week of July
NAIDOC Week

1 July
C oming of the Light Festival (Torres Strait Islands)

4 August
National Aboriginal and Torres Strait Islander Children’s Day

9 August
I nternational Day of the World’s Indigenous Peoples

www.clarendon.vic.edu.au