Indigenous Award Winners

THE ABSA/IEBA EXCELLENCE IN INDIGENOUS BOARDING AWARD IS JOINTLY PRESENTED BY ABSA AND INDIGENOUS EDUCATION AND BOARDING AUSTRALIA.

BELOW ARE THE DETAILS OF THE AWARD WINNERS.

2018

KINROSS WOLAROI SCHOOL

Kinross Wolaroi School (KWS) has a tradition of welcoming Indigenous students and their families, guiding them to make the most of the opportunities available here. At the same time, KWS recognizes the many ways Indigenous culture contributes to the dynamism of our school and enriches the KWS community.

KWS has had Indigenous students attending the school for decades, however our Indigenous Education Program started around 5 years ago. It was at this time that the school appointed its first Indigenous Students Coordinator, Mr Anthony Begg. The school has made significant progress in this time, putting greater structures and procedures in place to support the students attending the school. While there have been improvements and growth in this time, there has been equally as many challenges which have provided learning opportunities for the school and its community. One of the current strengths of the program is the staff who lead it, all of whom identify as being Indigenous themselves. KWS is fortunate to have such a passionate team that are working on growing the program and identifying opportunities to improve our approach. We are trying to provide an educational opportunity where students can do their best, enhance their sense of identity, pursue their dreams and develop the skills to walk confidently in two worlds. ‘Yanhanha bula Waa’ (Walking in two Worlds) Wiradjuri.

2019

YIRAMALAY/WESLEY STUDIO SCHOOL

The vision of Yiramalay is simple: it is to bring about positive change and opportunity for both the children and families of the Aboriginal and non-Aboriginal communities who are part of the school.

It provides a unique model of learning which brings together two very different cultures and communities - one Aboriginal with 40,000 years of

history in the Fitzroy Valley of the remote outback Kimberley of Western Australia, and the other, Wesley College in Melbourne, established in

1866, and one of Australia’s oldest and most diverse coeducational independent schools.

The focus on language, culture and learning on country are fundamental principles on which the Studio School was conceived.

The Studio School provides Aboriginal Australians with a pathway to mainstream education in Years 10, 11 and 12. The education program

is immersive and residential comprising academic studies, personal development and work experience. Aboriginal students are prepared for opportunities in employment or further education.

For Wesley students, the real life experience of the bush in Australia’s remote outback teaches them how much there is to learn from Aboriginal people, their culture and their respect for land.

The Yiramalay/Wesley Studio School hosts 120 Year Ten Wesley College students each year, together with a growing number of Aboriginal students.

Currently 60 Aboriginal students are enrolled in residence at the School.

 

2020

MELBOURNE INDIGENOUS TRANSITION SCHOOL

Temporary Darwin Hub

Melbourne Indigenous Transition School (MITS) is a residential transition school for Indigenous students from remote and regional communities. Each year, 22 Year 7 students spend one year at MITS, then transition into scholarships at our Melbourne Partner Schools for Years 8 onwards. MITS also supports these alumni students long after they graduate from our Year 7 program, including the provision of boarding accommodation to 19 female students enrolled in Melbourne Partner Schools. COVID-19 has meant that we have had to make fundamental changes to our operations to ensure we have continued to be able to support our students' educational goals.

When the pandemic first hit Melbourne in mid-March, MITS made the early decision to send our students home to ensure their safety and the safety of their communities, particularly many Elders who would have been especially vulnerable to this virus. For the remainder of Term 1 and all of Term 2, our teachers successfully ran an online learning program, with our boarding team supporting the wellbeing and homework requirements of each students. We sourced WIFI dongles from Telstra, stationery packs from Coles and Officeworks and King & Wood Mallesons printed a large number of learning pack for our students. The level of engagement we were able to secure from our students, in spite of the challenges of remote learning, was extraordinary; each day, we had at least 70% of our students actively engaged online.

As the coronavirus situation in Melbourne deteriorated further this winter, it became clear that our students would not be able to return to face-to-face learning in Term 3 as planned. We recognised that another term (or possibly even more) of distance education would have a significant impact on our students continued learning and growth. So, MITS has decided to temporarily move our operations north to a Darwin Hub for Term 3. We have flown 15 staff, nine of their family members and our three Victorian students to Darwin. Our Victorian students (and their families back home) are excited for the opportunity to experience the richness of life and culture in the Northern Territory. All of us who travelled up have completed 14 days strict quarantine.

We've formed a terrific partnership to operate the Hub - both schooling and boarding - at the Michael Long Centre, operated by the AFL NT at Marrara Oval. All 21 of our Year 7 students have joined us at the hub - 100% retention of this cohort since the commencement of the 2020 school year. We think this is an extraordinary achievement in itself! We also have 12 alumni students living and learning from the hub, continuing their remote learning with their Melbourne Partner Schools, supported by MITS staff in-person here in Darwin. An additional 15 alumni will attend our Darwin Hub as day students (living with family members around Darwin). That's a total of 48 students supported by MITS via our temporary hub.

To move the boarding and teaching operations of an entire school in a matter of a couple of weeks has been a monumental effort from our staff. However, we knew that the alternative - continuing with remote learning for another extended period of time - was simply not an option if we were putting our students’ best interests at heart. Most importantly, the feedback from our parents and students has been uniformly positive. They appreciate our continuing commitment to their children’s learning and wellbeing. We are really proud of the care, agility and courage MITS has shown in our establishment of our temporary Darwin Hub, and cannot wait to continue to watch our students grow!

"Excellence is a place where individual rights are celebrated, but not at the expense of community rights." -Tim Hawkes