SCHOOL RAP PROGRAM Achieving reconciliation through the Curriculum

SCHOOL RAP PRESENTATION

National Apology: Prime Minister Kevin Rudd –Made the Apology because it was the right thing to do for all Australia –Right because it acknowledged that successive governments devised and implemented seriously flawed policy which damaged people’s lives –And right because it is the basis for us to build the kind of respectful relationships we need to get better outcomes for Aboriginal and Torres Strait Islander peoples, and for all Australians

The best outcomes from the Apology to date are: –that it generated a lot of interest and conversation around reconciliation –Australians are now displaying heightened motivation to work for positive outcomes in health, employment, education and all the other interrelated aspects of closing the gap. –The opportunity now is to keep all sectors of the community engaged in the business of reconciliation –and move people along the spectrum from vague interest to empathy and active involvement

Reconciliation Australia An independent, not-for-profit organisation fostering reconciliation between Aboriginal and Torres Strait Islander peoples and non- Indigenous Australians for the wellbeing of the nation. All the work we do with our project partners and supporters is dedicated to narrowing the life expectancy gap One of our key strategies in achieving that ambition is to support and encourage organisations to sign up to their own tailored Reconciliation Action Plan (RAP). We launched the program in 2006 to capture and extend the willingness and capacity of corporate and other organisations to improve the life chances of Aboriginal and Torres Strait Islander peoples

The School Reconciliation Action Plan program for schools was launched in February 2009 by members of the top Australian Band “Powderfinger” “It’s not surprising schools are showing a particular interest in RAPs because young Australians have the most to gain from what we achieve in reconciliation. And where some adults may have trouble understanding what reconciliation means, kids and their teachers usually have an instinctive feel for what’s needed.” Bernard Fanning, lead singer, Powderfinger

What is a RAP? –A Reconciliation Action Plan is a tool that helps schools (and other organisations) build positive relationships between Aboriginal and Torres Strait Islander peoples and non-Indigenous people –It provides a format for exploring how reconciliation can advance educational/school objectives –And it represents a school’s public contribution towards the national effort to close the life-expectancy gap –A RAP formalizes a school’s contribution by encouraging it to identify clear actions and realistic targets, as well as lessons learnt

Each School RAP includes a creative blend of activities in three fundamental areas of reconciliation:  Fostering and building respectful RELATIONSHIPS  Demonstrating RESPECT for the culture, history, customs, protocols and special contribution of the Aboriginal and Torres Strait Islander peoples to Australia  Working together to create and ensure that Aboriginal and Torres Strait Islander children have the same life OPPORTUNITIES as other children in this prosperous country

What are the benefits of developing a RAP? –The RAP program has attracted tremendous support across the community, with schools already reporting unintended positive consequences, including students identifying as Aboriginal and/or Torres Strait Islander for the first time –Encouraging organisations, including schools to engage in the RAP program is never going to succeed if it is based entirely on moral obligation. But as the program expands, the business case for being part of this national effort is becoming clearer –Each individual RAP represents a significant change in how Australia is relating to Aboriginal and Torres Strait Islander peoples. The cumulative impact has the potential to make real inroads in closing the life expectancy gap

The “Business Case” for schools to implement a RAP continues to build in this environment of post-apology optimism: Value alignment – to earn the trust of the community and to inspire the staff. Staff engagement – many schools recognise that staff expect them to play a role in addressing Aboriginal and Torres Strait Islander disadvantage. Younger staff in particular are interested in the social responsibility of their employer. Inclusive and confident school-based community – schools who have Aboriginal and Torres Strait Islander staff and/or students are keen to develop a more broad-based relationship.

Compliance – teachers and other staff often lack confidence in dealing with Aboriginal and Torres Strait Islander students and parents, and are recognised as not meeting some needs. Shift in parent and staff demographics – generation Y (born after 1980) have a greater connection to social responsibility and makes this a day to day part of their lives. Enrolment and employment choices are, and will increasingly be, influenced by school reputation and community orientation. Timing is right – 2009 is clearly a significant year for reconciliation and Aboriginal and Torres Strait Islander affairs. Schools want to be, and seen to be, part of the action.

What are schools saying about the RAP program? “ Given our past commitment to Indigenous education…it is not surprising that we have reached this milestone, the development of our school’s Reconciliation Action Plan. The vehicle that will take us into our future is the RAP itself – the plan worked out by our community and guided into action by our RAP committee, with the help of the student body, the teachers, the Board and P&C, and the whole Wanniassa community.” Karin Nagorcka, Principal: Wanniassa School, ACT

What kind of commitments are schools in the RAP program making to Indigenous education? Carole State Park School, QLD: Students come from a diverse range of cultural backgrounds including; Aboriginal, African, Anglo- Australian, Cook Islander, Indian, Tongan, Samoan and Vietnamese. Also attending the school are students who are descendants of the Jagera people, the traditional owners of the lands upon which the school is built. “ Students…who participated in our Cultural Education Program 2008 suggested elements of our original RAP plan at the end of their learning time about traditional perspectives and contemporary perspectives of Aboriginal and Torres Strait Islander peoples.”

Meadowbank Public School, NSW: About 180 students from diverse cultural backgrounds and language groups. There are currently no identified Aboriginal or Torres Strait Islander students. Their commitment to teaching Indigenous perspectives in curriculum includes, among other things: “ Indigenous perspectives/content is included in the teaching of a range of curriculum across every grade, explicitly by teaching the COGS unit” “River Dreaming” a whole of school activity where the students are sung down to the river and then the boys and girls are separated to write their own dream time stories. They then come together to perform these to their parents and staff.

Ten hot tips for success in developing a RAP Read the RAP TOOLKIT – this is a step by step guide to the RAP Process. Contact the RAP TEAM – you don't need to go it alone. Make a STATEMENT OF COMMITMENT – this is your opportunity to formally commit to the RAP program. Use our RAP TEMPLATES – easy to use templates for every stage of the RAP Journey.

Ten hot tips for success in developing a RAP cont… Ensure shared Ownership – great RAPs achieve a sense of shared ownership across all levels of your organisation and involve as many people as possible in the process. Indigenous Collaboration – Listening to and learning from Aboriginal and Torres Strait Islander people is an essential part of the process. Explore your organisation’s strengths and be creative – every organisation has something special to offer. A great RAP includes actions that are unique to your business or service. Look at your strengths, your location, and your sphere of influence and explore new possibilities.

Ten hot tips for success in developing a RAP cont… Be realistic in your initial targets, actions and timelines – A good RAP is about quality not quantity. Be realistic, keep it simple and use plain language. Use the RAP template to ensure you include specific actions in the areas of respect, relationships and opportunities. All good things take time – a first RAP can take several months to be developed and approved within an organisation. A quick turnaround is not necessarily a good thing. Annual RAP Report and Refresh – RAPs are living documents to be reviewed and updated annually.

IMPACT MEASUREMENT: How do we measure the impact? RAP organisations have made a commitment to annually report and refresh their RAPs Impact of RAPs will be assessed collectively and individually. Brief individual impact reports may be included organisations’ own stakeholder reporting. Independent research project to measure impact Link to social determinants of health (economic inclusion, stress, childhood development, social inclusion, employment security, food, substance addiction, etc.)

Questions and open discussion