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Page 1: PUBLICATION & COPYRIGHT · Reconciliation is a multi-layered process. In Australia it means bringing everyone together by addressing divisions between Indigenous and non-Indigenous
Page 2: PUBLICATION & COPYRIGHT · Reconciliation is a multi-layered process. In Australia it means bringing everyone together by addressing divisions between Indigenous and non-Indigenous

PUBLICATION & COPYRIGHTThis publication is copyright – NSW Reconciliation Council, January 2015. Apart from any fair dealing for the purpose of private study, research, criticism or review as permitted under the Copyright Act, no part may be reproduced without permission with the exception of photocopying for use by teachers with reproduction maintaining original format and text. This Kit makes use of material produced by the NSW Board of Studies Teaching & Educational Standards. The NSW Board of Studies Teaching & Educational Standards should be consulted separately on the issues of reproduction.

NOTE TO READERAboriginal and Torres Strait Islander readers are warned that this publication may contain references to deceased persons.

Effort has been undertaken to ensure that the information contained in this book is correct, and the NSW Reconciliation Council regrets any offence that errors or omissions may cause.

Throughout this publication, the terms Aboriginal and Torres Strait Islander are used wherever possible. In the interests of readability we use the terms Indigenous and non-Indigenous to refer to the relationship between Aboriginal and Torres Strait Islanders and non-Indigenous Australians. The authors intend no disrespect.

PARTNERSThe NSW Reconciliation Council would like to thank the Sydney Harbour Foreshore Authority for their support of the 2015 School’s Reconciliation Challenge.

Sydney Harbour Foreshore Authority is responsible for the care, management and interpretation of some of the nation’s most significant natural and cultural heritage resources, including The Rocks which is considered to be the most significant heritage precinct relating to European settlement in Australia.

shfa.nsw.gov.au/

ACKNOWLEDGEMENTS AND CONTRIBUTORS Recognise, Recognise This, Bangarra Dance Theatre, AIME

ENDORSEMENTS

DESIGN

alphabetstudio.com.au

ENQUIRIES

Telephone: ((02) 8095 9600Email: [email protected],auTeaching Kit is available online: nswreconciliation.org.au

We acknowledge and pay respect to Aboriginal and Torres Strait Islander ancestors, Elders and the diversity of traditional owners across this ancient land.

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2 Getting StartedENTRY INFO ART & RECONCILIATION LEARNING OUTCOMES

4 Culturally Appropriate teaching5 Past Entries6 Exploring the 2015 Theme7 What is Reconciliation8 Primary Toolkit

GETTING STARTED CONSTITUTIONAL RECOGNITION HOMEGROWN HERO CASE STUDIES/ACTIVITIES CREATING ART

16 Secondary ToolkitGETTING STARTED CONSTITUTIONAL RECOGNITION HOMEGROWN HERO CASE STUDIES/ACTIVITIES CREATING ART

24 Reconciliation Road Map25 Aboriginal and Torres Strait Islander

Important Dates26 Further Resources27 Entry Form28 Artist’s Statement Template29 Terms and Conditions

Photo credit: James Hunt

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Entry Info

WHAT? The Schools Reconciliation Challenge is an annual art competition for young people. It is designed to engage students in Reconciliation and Aboriginal and Torres Strait Islander issues through art.

WHO? All young people in Years 5–9 (or of equivalent age), Indigenous and non-Indigenous, of all abilities. Young people may enter the competition through their school or independently

WHEN? The competition runs from 23 February – 22 May 2015. Selected works will be exhibited in Sydney during 2015. It is free to enter and selected artists will be sponsored to travel to Sydney for the exhibition launch.

HOW?1. Register for the competition by emailing

[email protected] with your name, school and position and whether you would like to receive a hard copy of the Teaching Kit.

2. Then, use the activity ideas, case studies and other resources in this Teaching Kit to inspire and inform lessons about Aboriginal and Torres Strait Islander issues.

3. Use these lessons to assist students to develop artworks, or one collaborative artwork, which reflects their ideas about Reconciliation and the theme ‘Homegrown Heroes’.

4. Submit the artwork/s to the NSW Reconciliation Council by 22 May 2015.

REMEMBER:All entries MUST include a complete artist’s statement and entry form (found at the back of this Kit). The artwork and artist’s statement are judged together so it is important that the statement is sufficiently detailed and explanatory. Entries without an artist’s statement will not be accepted.

Artworks should be 2D and a maximum size of A1.

Art & Reconciliation

WHAT IS RECONCILIATION? Reconciliation is a multi-layered process. In Australia it means bringing everyone together by addressing divisions between Indigenous and non-Indigenous Australians that have been caused by a lack of respect, knowledge and understanding. Reconciliation seeks to ensure equality in health, education, housing and justice for Aboriginal and Torres Strait Islander Australians, and the maintenance of Aboriginal and Torres Strait Islander cultures, identities and recognition of our shared history.

WHY USE ART TO EXPLORE RECONCILIATION? Art is a great medium through which to explore Reconciliation. It has long been used by Aboriginal and Torres Strait Islander peoples to explore and express ideas, tell stories, and pass on information. Using art as a vehicle for learning assists students to investigate social realities, explore complex themes and issues and express their ideas creatively.

The NSW Reconciliation Council is a non-government, not-for-profit organisation. It is the peak representative body for Reconciliation in NSW. Our purpose is to advance Reconciliation by promoting the development of equitable and just communities that acknowledge and respect Aboriginal and Torres Strait Islander people, cultures and values.

Reconciliation is about improving relationships between Aboriginal and Torres Strait Islander people and the broader Australian community. The Schools Reconciliation Challenge is one way for students to learn about Aboriginal and Torres Strait Islander Australia and contribute positively to Australian society, whilst expressing themselves artistically, and meeting the objectives of the NSW K-6 and 7-10 syllabuses.

Throughout this kit we refer to different Aboriginal and

Torres Strait Islander nations and language groups. Check out this link to see where they all are in Australia:mgnsw.org.au/sector/aboriginal/aboriginal-

language-map/

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Learning Outcomes

This Teaching Kit has been developed with reference to the Aims, Objectives and Outcomes of the Visual Arts components of the K-6 Creative Arts Syllabus (NSW) and the Visual Arts Years 7-10 Syllabus (NSW). However, its content is relevant to a range of subject areas, ages and ability levels.

CREATIVE ARTS/VISUAL ARTS

STAGE 3 (Years 5/6)Making• Investigates subject matter in an attempt to

represent likenesses of things in the world (VAS3.1)

• Makes artworks for different audiences assembling materials in a variety of ways (VAS3.2)

Appreciating• Acknowledges that audiences respond in

different ways to artworks and that there are different opinions about the value of artworks (VAS3.3)

• Communicates about the ways in which subject matter is represented in artworks (VAS3.4)

STAGE 4 (Years 7/8)• Use a range of strategies to explore different

artmaking conventions and procedures to make artworks

• Explores the function of and relationships between artist-artwork-world-audience.

• Makes artworks that involves some understanding of the frames

• Recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the visual arts

• Investigates ways to develop meaning in their artworks

• Selects different materials and techniques to make artworks

STAGE 5 (Years 9/10)• Develops range and autonomy in selecting

and applying visual arts conventions and procedures to make artworks.

• Makes artworks informed by an understanding of the function of and relationships between the artist – artwork – world – audience

• Makes artworks informed by an understanding of how the frames affect meaning

• Investigates the world as a source of ideas, concepts and subject matter in the visual arts

• Makes informed choices to develop and extend concepts and different meanings in their artworks

• Demonstrates developing technical accomplishment and refinement in making artworks.

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The following section is reproduced in its entirety with permission from the Board of Studies, Teaching and Educational Standards NSW, and provides a guide for teachers to develop inclusive and culturally appropriate activities.

• Discourage students from copying or using Aboriginal signs or symbols in their own artmaking. This not only causes great offence to Aboriginal people, but also infringes copyright. Students should be encouraged to develop their own symbolic visual language when learning about the systems of symbolic meaning in Aboriginal artworks.

• Ensure that all resources used are culturally sensitive and appropriate. If in doubt, consult with Aboriginal people or the NSW Reconciliation Council.

• Integrate other aspects of Aboriginal art and culture, such as the oral tradition, the performing arts, song, and dance wherever possible.

• Avoid aspects of Aboriginal art containing sacred or secret or ‘inside’ information. It is inappropriate to address this area in classroom situations; most Aboriginal people would find it offensive. However, it is important that students are informed about this issue and learn to respect it. Aboriginal artists or advisors may provide some background to this issue.

• Encourage an understanding of Aboriginal culture as a dynamic living culture, which, like all cultures, adjusts to change and has a history.

• Avoid reference to traditional Aboriginal culture as ‘primitive’, ‘Stone Age’, or ‘simple’, as these terms are highly offensive.

• Follow correct protocols when using works by an Aboriginal artist who has died. Students should be aware that in some communities the mentioning of names and display of photographs of people who have died are signs of disrespect to them and their families. Permission must be sought from families to show images of the deceased.

• Discourage generalised or stereotypical characterisations of Aboriginal art, artists, culture or communities. Make specific

reference to place, time, people and events, and draw attention to the rich diversity that exists within Aboriginal societies and the art produced.

• Recognise how contemporary Aboriginal art can adapt Western art forms and new technologies and media, and still communicate cultural knowledge and express Aboriginality.

• Keep informed of significant developments and innovations in the ways Aboriginal art practice, forms and media change over time. There are numerous magazines, catalogues and newspapers that have current information.

STRATEGIES FOR TEACHING ABORIGINAL STUDENTS• Wherever possible employ an Aboriginal

artist, dancer or storyteller to work with the students in the classroom.

• Acknowledge that Aboriginal students will not necessarily be well informed about all aspects of their cultural heritage. Some will know a great deal while others might know little.

• Enrich the classroom environment by displaying positive affirmations of Aboriginal and Torres Strait Islander culture and art.

• Provide Aboriginal students with opportunities to enrich and affirm their cultural identity if they choose to do so. Do not assume that all students will have the desire to do this. Teachers need to recognise that Aboriginal students, like other students, learn in a variety of ways, have special needs and come from cultures with very rich and diverse creative arts traditions. Teachers need to be flexible in their delivery of programs and in the way they respond to Aboriginal and Torres Strait Islander students’ learning styles.

• Avoid stereotyping Aboriginal students by their physical attributes or the way they learn, as this will have negative effects on them. It is best teaching and learning practice to meet the needs of all students as learners from a variety of cultural backgrounds.

• Acknowledge and recognise Aboriginal English as the home language of many Aboriginal students; use it as a building block within the classroom.

• Develop an awareness of otitis media and other health problems affecting learning outcomes for Aboriginal students.

• Acknowledge that some Aboriginal students will need time for family commitments, cultural traditions and events that affect their daily lives.

• Encourage the Aboriginal Education Assistant to participate in classroom activities; they are able to offer support for the students and teachers.

TERMINOLOGYTerminology changes over time within Aboriginal culture and communities. The following is a selection of terms to help teachers with the sensitive implementation of the units of work.

• ‘Aboriginal people’ is the preferred term. Aborigine is an outdated term and can often offend some Aboriginal people.

• In any writing activity, the word Aboriginal should always be written using a capital ‘A’.

• It is unacceptable to use the terms half-caste or full blood when referring to Aboriginal people. This is highly offensive.

• Use terms such as group, nation, language group or cultural group rather than the word tribe, as it is now outdated terminology. Some Aboriginal people refer to themselves as traditional, not tribal.

• Avoid using words such as legends and myths when referring to the Dreaming or Dreaming stories. Dreaming is preferred to Dreamtime as the latter refers to the past, and is not inclusive of the present and the future.

• Torres Strait Islanders do not consider themselves Aboriginal people. There are similarities and differences between Aboriginal and Torres Strait Islander cultures.

• Torres Strait Islanders refer to their traditional stories as legends rather than Dreaming stories.

• Aboriginal people will often refer to themselves as Koori, Murri, Noonga etc. These names refer to a particular group or area to which they belong. They are not general terms and should not be used as such.

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Min Min Lights

YEAR 5 & 6 CLASS TUNCURRY PUBLIC SCHOOL

First Prize, Primary School

Our artwork is about the min min lights that appear in the night sky. The different colours mean we have brought traditional and modern ideas together. We decided to paint green and purple min min lights. We think these colours represent changes in society about closing the gap between Aboriginal and non-Aboriginal people.

Reconciliation is in the Palm of Our Hands

BEN BRENNAN AND ALEXANDER HORDER TACKING POINT PUBLIC

Second Prize, Primary School

Our artwork is about our difference and how we have united as a country. It relates to reconciliation because it shows how things along the timeline change and it brings people together. It relates to our journey because the road shows the twists and turns on life. The grass has many different sizes showing our diversity. The hand is a sign of power telling a story.

Patchwork: n- something made of various bits

YEAR 5 & 6 CLASSLEURA PUBLIC SCHOOL

Third Prize, Primary School

This artwork is a patchwork of decorated squares that represents the diversity of our individual life journeys. Different materials and images were used to symbolise aspects of our lives. Each journey is unique, living side by side, yet connected. The connecting yellow, red and black threads represent how we strive to recognise the importance of unity and Reconciliation. These connections form a network that promotes mutual understanding, respect and equality between Indigenous and non-Indigenous Australians.

In schools across NSW, young people are speaking up about Reconciliation, and telling their stories. Below are some of the outstanding and inspiring artworks from the 2014 Schools Reconciliation Challenge. The theme these students were given was “Our Journey”.

Operation Refugee

MAX MORAN REDDAM HOUSE

First Prize, Secondary School

My work explores the idea of refuges and the journey of hardship that people have gone through. I have juxtaposed ideas of the First Fleet as ‘refugees’ with today’s constant debate on “boat people’. The labels refer to government policies on refugees and explores the idea of seeking asylum as a human right. Here the past becomes part of the present as we as Australians try to work towards a solution for this issue and find reconciliation.

Murrumbidgee

KRISTIAN MARTIN GIBBSWILLIANS HILL SPECIAL EDUCATION SCHOOL

Third Prize, Secondary School

Our journey of learning. In our class we have learnt there are some students of Aboriginal descent. We have also learnt that other students are from India. We have learnt about our river, listened to the didgeridoo, spoken some Aboriginal words and listened to a Dreaming story. We learn together. Our class is the best.

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This year, the Schools Reconciliation Challenge will be based around the theme of Homegrown Heroes. In this teaching kit, we will explore the different types of heroes that exist and examine the ways that everyday Australians are working towards a reconciled Australia. With the theme of Homegrown Heroes we hope to inspire students to engage with the idea of heroism and questions such as ‘what does it mean to be a hero?’ and ‘why do we need heroes?’ in the broader context of reconciliation.

Heroes come in all shapes and sizes. Unlike the heroes of comics, they don’t always wear capes and unlike the heroes of fairy tales, they don’t always charge in on white horses. There are plenty of people who work tirelessly to make a positive difference in the world who are everyday heroes. We often hear about heroes from other counties, such as Nelson Mandela, Malala Yousafzai and Martin Luther King Jr. All of these people are certainly deserving of the ‘hero’ title, but it’s worth remembering that Australia also has some homegrown heroes of its own. Many men and women have dedicated their lives to reconciliation and the promotion of a more inclusive Australia.

Through the case studies included in this kit (we also encourage teachers and students to find examples of their own homegrown heroes), we hope to provide a foundation from which students can develop ideas about the nature of heroism and the roles of heroes in reconciliation. This Teaching Kit also explores the current campaign for constitution recognition in the hopes that this will prompt further discussion about the progress of the reconciliation movement over time and into the future. The Recognise campaign is featured as an example of a group of homegrown heroes who are working in communities all around the country to promote reconciliation and encouraging others to become involved.

We have deliberately chosen case studies of homegrown heroes which are both age-appropriate and engaging. We hope the classes developed from this kit help to motivate students to become homegrown heroes themselves. Included are a number of suggestions for classroom exercises designed to assist teachers in translating the ideas of Homegrown Heroes and reconciliation into artwork. Please keep in mind that in order for an artwork to be eligible for the School’s Reconciliation Challenge, students must explore reconciliation and the theme Homegrown Heroes and, using the Artist’s Statement on page 29, explain how their artwork links to the theme.

Exploring the 2015 Theme

PRIMARYWhat is the definition

of a hero?Is there a difference

between a hero and a leader?What does a hero do?Why is it important to

have heroes?

SECONDARYWhat is the definition of a hero?

What is heroism?What are the qualities of a hero?What are the actions of a hero?

Why is it important to have heroes?

BRAINSTORMING QUESTIONS:

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BRAINSTORMING QUESTIONS:

Yarri from Wiradjuri: Homegrown Hero for Reconciliation

Yarri was a Wiradjuri man who, in 1842, rescued 49 people from flood waters in the town of Gundagai on the Murrumbidgee River.

At this time, the Wiradjuri people (the Aboriginal people who were from this area) and the non-Indigenous people of the town lived very different lives. There was not a lot of trust or respect between the two groups and they even lived separately, with the non-Indigenous people living in houses in the town and the Wiradjuri people living in their own camps outside of the town. One night in June 1842, there was an incredible rain storm. The river that ran next to the town flooded and became so dangerous, that even the ferry that was trying to rescue people from their flooded houses ran aground. The floods raged on and many of the town’s people were stranded on their rooftops. To their surprise, Yarri appeared on his canoe and, working through the night, he rescue people one-by-one. Yarri ended up saving 49 people’s lives that night and the town of Gundagai never forgot it. His bravery not only saved lives, it also helped to build trust and friendship between the Wiradjuri people and the non-Indigenous people living in the area.

There is still a memorial there today that commemorates Yarri’s life and his contribution to reconciliation.

What is Reconciliation?

In Australia, reconciliation means bringing everyone together by addressing divisions between Indigenous and non-Indigenous Australians. The relationships between these groups have not always been positive and Aboriginal and Torres Strait Islander people have not always been treated fairly. These issues have been caused by a lack of respect, knowledge and understanding. Reconciliation seeks to ensure equality of health, education, housing and justice for Aboriginal and Torres Strait Islander people, and increase awareness and understanding about their history and culture.

Reconciliation is best understood as a journey. We take important steps towards reconciliation every day but it is a long and slow process. There have been some significant events that stand out in Australia’s journey to reconciliation, such as the Reconciliation Walk in 2000 when over 250,000 people marched across the Sydney Harbour Bridge to show their support for Aboriginal and Torres Strait Islander people and their desire to see a reconciled Australia. While big events such as this are vital in the journey to reconciliation, it’s also important to remember that even small actions in local communities, such as acknowledging Traditional Owners at school’s assemblies, are meaningful steps towards reconciliation.

There are many homegrown heroes been involved in reconciliation campaigns and acitivities in Australia. It is important to celebrate these people and to honour their work by sharing their stories.

DISCUSSION QUESTIONS /BRAINSTORMING ACTIVITY:

1. What do you think reconciliation means?

2. Why is reconciliation important?

3. Can you think of an example of another way that people have tried to achieve reconciliation in Australia recently? (Examples: Kevin Rudd’s

apology to the Stolen Generations; NAIDOC Week)

4. Can anyone think of ways we could contribute to reconciliation in Australia?

Photo credit (left): James Hunt

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We encourage teachers to use the double page spread on pages 10 and 11 to prompt discussion of Constitutional Recognition and how this relates to our theme of Homegrown Heroes and reconciliation more broadly. We also encourage teachers to make use of the links provided with some of our case studies and Further Resources on page 26.

No. of Sessions Activities

1-2 SESSION 1

• Use the content from ‘Exploring the 2015 Theme’ (p6) and ‘What is Reconciliation?’ (p7) to begin a class discussion about Reconciliation and our theme Homegrown Heroes

• Use at least two of the case studies provided on pages 10–14 to generate class discussion and analysis around the themes Homegrown Heroes and Reconciliation. There are example discussion questions provided throughout.

SESSION 2

• Turn to the ‘Creating Art’ page (15) and begin with a discussion of Bronwyn Bancroft and the way she translates her ideas into art.

• Choose one of the exercises provided to demonstrate how art can be used to express the theme and students’ own ideas.

• Encourage students to create their own artwork based on what they have learnt and discussed about the theme Homegrown Heroes and Reconciliation.

• Make sure students write an artist’s statement explaining their artwork (template on page 28).

3-4 SESSION1

• Use the above guide for session 1.

SESSION 2

• Choose a further two case studies from pages 10–14 and discuss using the questions provided.

• Alternatively, research your own homegrown heroes and discuss in groups.

SESSION 3

• Use the above guide for session 3.

SESSION 4

• Use this session to continue to work on and complete artworks.

• Make sure students write an artist’s statement explaining their artwork (template on page 28).

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The Australian Constitution is the highest legal document of our country. It sets out how the government works, how laws can be made, and what they can include. It’s the ‘rule book’ for Australia.

Changes can be made to the Constitution, but to make sure that the majority of people are happy with the changes, they have to be passed by a vote. When the country votes on changes to the Constitution, it’s called a referendum.

Currently, the Constitution does not recognise Aboriginal and Torres Strait Islander peoples as Australia’s First People, despite having a history and connections to this country that date back more than 40,000 years. And it still has a section which says a State could exclude a race of people from voting.

As constitutional recognition supporter, Harold Ludwick, Bulgun Warra man from Cape York described, “if the Constitution was the birth certificate of Australia, then we are missing half the family”.

In the next few years, a referendum will be held. Every Australian over the age of 18 will have a chance to vote to recognise Aboriginal and Torres Strait Islander peoples in the Constitution and remove racism from it.

Let’s look at some of the homegrown heros working to raise awareness for this important moment in our country.

ACTIVITY/CLASS DISCUSSION: Did you know that Aboriginal and Torres Strait Islander

peoples were the first Australians?

Why do you think it’s important that our

Constitution recognises Aboriginal and Torres Strait

Islander peoples?

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Recognise!

The Recognise team are a great example of homegrown heroes that are dedicated to constitutional recognition. They believe that constitutional recognition is an important next step to help reconciliation between Aboriginal and Torres Strait Islander people and non-Indigenous Australians.

The Recognise team are travelling on an epic relay around Australia to build awareness and understanding for the movement. They’ve called this the ‘Journey to Recognition’.

As of January 2015, the team had already covered 30,220 km across Victoria, South Australia, Western Australia, the Northern Territory and Queensland. They’ve been very busy – covering the country by foot, bike, 4-wheel drive, kayak, surfboard and paddleboard. They’ve met locals in towns and cities to inform communities about their work and encourage people to vote ‘yes’ to fix the Constitution at referendum. The Recognise team has proved it will go to extraordinary lengths to help Australia take important steps towards reconciliation.

The Journey to Recognition will be travelling through NSW from March 2015. To see when the Journey will be in your area, head to recognise.org.au/thejourney/events or check out their Facebook page (facebook.com/RecogniseAUS)

Adam Goodes

As many of you will know, Adam Goodes is one of the Sydney Swans star football players. He is an incredible athlete, a well-respected team member and a proud Adnyamathanha and Nurungga man. When he’s not on the football field, Adam is a passionate advocate for reconciliation and constitutional recognition.

Last year, Adam was honoured as the 2014 Australian of the Year. He took the opportunity when accepting his award to remind Australians about the importance of stopping racism.

“It is not just about taking responsibility for your own actions, but speaking to your mates when they take their anger out on their loved ones, minority groups, or make racist remarks” he said.

As part of his work against racism in Australia, Adam has been a huge supporter of the plan to include Aboriginal and Torres Strait Islander peoples in the Constitution. As Australian of the Year, Adam spent his twelve months in the spotlight building more support for constitutional recognition.

“I’m proud of the 40,000-plus year history of my ancestors, the Aboriginal and Torres Strait Islander peoples of Australia. And yet that impressive Australian story is still missing from Australia’s founding document,” Adam told journalists recently, “I hope that future generations of Australians will grow up learning about the rich and impressive first cultures of our country – and constitutional recognition is part of achieving that.”

ACTIVITY/CLASS DISCUSSION: What makes Adam Goodes a

homegrown hero?Why does Adam believe that Aboriginal and Torres Strait Islander peoples should be

included in the Constitution?

Images: Recognise

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Cathy Freeman is a well-known Australian hero. She grew up in Mackay in Queensland and is ranked as the sixth fastest woman of all time. In 1990, at the age of just 16, this amazing woman became the first ever Aboriginal person to win a gold medal at the Commonwealth Games. Cathy is also the only person to have ever been named both the Young Australian of the Year and Australian of the Year.

In 2000, Cathy made history at the Sydney Olympics when she was given the honour of carrying the Olympic Torch and lighting the Olympic Flame. After winning gold in the 400m, she ran a lap of the stadium carrying

the Aboriginal flag. For Cathy, carrying the Aboriginal flag was extremely important as it allowed her to show her pride in her culture and heritage. She explained that ‘being Aboriginal means everything to me. I feel for my people all the time.’

Cathy retired after her incredible performance at the Sydney Olympics and now works with Indigenous Children in the Wurrumiyanga and Woorabinda communities of Palm Island and Bathurst Island. She has a charity called the Cathy Freeman Foundation which helps kids with their reading and writing skills.

Cathy Freeman

The Parkes Wiradjuri Languages Group

In the small town of Parkes, NSW, school students are now being taught the traditional Aboriginal language of their area. Parkes Wiradjuri Languages Group has set up language classes in a number of schools, and is helping students to understand local Aboriginal culture and their shared history. As well as learning the local language, students are also learning the stories and ancient history of their local area.

Geoff Anderson, Wiradjuri Language Coordinator, explains the huge impact this program is having: “1000 children a week are being taught the Aboriginal language of

the district. We will have a full generation of people in Parkes that will grow up knowing Aboriginal culture, knowing Aboriginal words, respecting Aboriginal ground, and that’s why it will change people’s lives”.

This program encourages respect and understanding between Indigenous and non-Indigenous Australians and is a great example of reconciliation in action. Congratulations to all involved in this wonderful program, you are all homegrown heroes to us!

Here is a video of these awesome kids:

https://open.abc.net.au/explore/22207

Image: Fairfax Media

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Paul Kelly and Kev Carmody

Charles Perkins

Charles Perkins was born into a proud Aboriginal family in Alice Springs in 1936. At that time, Aboriginal people were not given the same rights as non-Indigenous people and most Aboriginal children were not even allowed to continue school once they turned 13. Charles was determined to continue his studies to the highest possible level and despite the difficulties, he fought for his right to an education. He was determined to succeed and in 1966 he became the first ever Aboriginal person to graduate from university.

Charles worked hard to not only achieve change for himself, but for all Aboriginal and Torres Strait Islander people. He was one

of the key members of the 1965 Freedom Rides. The Freedom Rides is the name given to a bus tour that travelled throughout NSW, protesting the unfair treatment of Aboriginal and Torres Strait Islander people in Australia. During this trip, Charles and other members of the Freedom Rides highlighted the discrimination facing Aboriginal and Torres Strait Islander people, and encouraged communities to take action. Despite the risks for themselves, Charles and his friends fought hard for equal rights for all Australians.

Paul Kelly and Kev Carmody are well known Australian songwriters. Paul grew up in Adelaide and has Irish-Italian heritage and Kev is a Murri man from Queensland. Despite their different backgrounds, these two are great friends and in 1991 wrote and recorded a famous song called ‘From Little Things, Big Things Grow’.

As well as having a catchy tune, this song tells an important story about a man called Vincent Lingiari. Vincent Lingiari was an Aboriginal elder of the Gurindji people in the Northern Territory. He was head stockman at the Wave Hill pastoral station and worked alongside 200 other local Aboriginal stockman, house servants and their families. These workers were treated very poorly and were forced to work on land that had been taken from them during colonisation.

By the 22nd of August 1966, Lingiari and the other workers had had enough of these conditions and went on strike, walking-off Wave Hill Station and setting up camp at Wattie Creek (this event is known as the Wave Hill Walk Off). The Walk Off made headlines all around Australia and when the owner of the station, Lord Vestey, offered the workers a slight pay increase, they refused his offer. The Walk Off had become bigger than the original issue of wages and living conditions, it had become the first claim for traditional Aboriginal land in Australia.

The strike went for eight years and despite the challenges this posed, Lingiari and the other workers never gave up. Across Australia, support for their strike grew and finally in 1966, Prime Minister Gough Whitlam travelled to Wattie Creek to meet with Lingiari.

Lord Vestey agreed to hand back a portion of the land to the Gurindji people and, to symbolise the return of their traditional lands, Whitlam poured a handful of sand through Vincent Lingiari’s hands.

This story inspired Paul and Kev to write ‘From Big Things, Little Things Grow’. By turning this story into a song, Paul and Kev have made sure that the Australian people never forget the battle fought by Lingiari and the Gurindji people. The song also serves to remind us that even seemingly small steps towards reconciliation can make a big difference in the long term.

Have a listen to these Homegrown Heroes, here: youtube.com/watch?v=dAONlfoNVuY

Image: Newcastle Herald

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Jessie Mary Grey Street was a homegrown hero who worked towards equal rights for women and human rights for all people. In Jessie’s time (in the early 1900s), women were not given the same opportunities as men, and it was not seen as acceptable for a women to campaign for political change. This didn’t stop Jessie, and she fought to have the laws changed in Australia so that women and Aboriginal and Torres Strait Islander people could have the same opportunities as everyone else.

Jessie’s main aim was to get people to vote for a change in the laws which would finally mean that Aboriginal and Torres Strait

Islander people would be counted as part of the population of Australia. Up until 1967, the Australian legal system did not even consider Aboriginal and Torres Strait Islander people to be part of the Australian population. Instead, they were included in the laws that were made for plants and animals! Jessie worked tirelessly alongside other homegrown heroes who dedicated their time to fixing this injustice. Finally, in 1967 the people of Australia voted to change this discriminatory law, and Aboriginal and Torres Strait Islander people were finally counted as part of the Australian population.

Jessie Street

Bangarra Dance Theatre

Bangarra is an Australian Indigenous dance company that has been running since 1989. All the dancers in Bangarra are Aboriginal and/or Torres Strait Islander people.

Bangarra is run by Stephen Page who is a descendant of the Nunukul people and the Munaldjali clan of the Yugambeh nation from South-East Queensland. Stephen became the Director of Bangarra only two years after it was established and has led the company ever since. Bangarra is very well-known and highly respected across Australia and around the world.

Through dance, Bangarra gives everyone a way to celebrate Aboriginal and Torres Strait Islander culture, and provides a way to learn about the history and traditions of Australia’s First Peoples. It also provides Indigenous dancers, musicians and designers the chance to work at a world-class level while practicing their culture.

QUESTIONS/EXERCISESWhat makes these people heroes?What do they have in common?

Can you think of any differences between them?

Do you think we need heroes for reconciliation? Why?

Image: The National Archives of Australia

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ActivitiesBronwyn Bancroft

Bronwyn Bancroft is a Bundjalung woman from Tenterfield, a town in NSW. She is an amazing Aboriginal Artist and helped to set up the Boomalli Aboriginal Artists Co-operative which is one of the oldest Aboriginal and Torres Strait Islander Artist’s Organisations in Australia.

Bronwyn has been creative since she was a little girl, drawing and painting whenever she was bored in her sleepy country town.

When she grew up she started out her career as a fashion designer. She created beautiful clothes and sold them in a shop called Designer Aboriginals. In fact, she was one of the first Australian fashion designers to show her work in Paris!

Bronwyn’s stunning artwork is now mostly done in the form of paintings, although she has also created jewellery, made collages and sculptures, and even designed murals. She has both written and drawn the illustrations for 30 children’s books.

Bronwyn uses her artwork to express her identity and her history. She uses beautiful bright colours, which although aren’t the traditional colours used in Aboriginal and Torres Strait Islander art, reflect the landscape and environment and the stories of her ancestors.

“…The spiritual element of your work is that you carry through the lives of other people. And so, for me, the people that I’m descended from, they enable me to speak these stories, whether they’re visual, or, you know, in fabric or in a children’s book. They’re allowing me. They’re giving me the right to be able to portray and create these works of art.”

Bronwyn’s artworks can be found in art galleries all over the world. Her artwork shows how art can be used as a way to express peoples’ ideas and feelings.

DISCUSSION QUESTIONS/ACTIVITIES:

Can you think of any other artists who use their art to

tell stories?Have a look online for images of Bronwyn

Bancroft’s artworks.

Now we want you to use your artworks to express your ideas and feelings about homegrown heroes and reconciliation!

1 Based on one of our homegrown heroes, design a new Australian flag which incorporates the ideas of reconciliation and being a hero in Australia.

2 If we consider (choose one of the case studies) to be a hero of reconciliation – what do you think their superpowers would be? Draw a mind-map of superpower ideas. Draw the costume you think a homegrown hero of reconciliation should wear.

3 Create a mural using the stories of three of the homegrown heroes to show how their stories are linked to each other and linked to the theme of reconciliation in Australia.

4 Design a stamp (or a series of stamps) that profile homegrown heroes of reconciliation.

Alternatively, use your own ideas and activities!Don’t forget to write down your artist’s statements after completing the artworks!

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We encourage teachers to use the double page spread on pages 18 and 19 to prompt discussion of Constitutional Recognition in relation to our theme Homegrown Heroes and Reconciliation. We also encourage teachers to make use of the links provided with some of our case studies and Further Resources on page 26.

No. of Sessions Activities

1-2 SESSION 1

• Use the content from ‘Exploring the 2015 Theme’ (p6) and ‘What is Reconciliation?’ (p7) to begin a class discussion about Reconciliation and our theme Homegrown Heroes. There are some discussion questions provided, though we encourage classes to brainstorm freely.

• Use at least two of the case studies provided on pages 18–22 to generate class discussion and analysis around the themes Homegrown Heroes and Reconciliation. There are example discussion questions provided throughout.

SESSION 2

• Turn to ‘Creating Art’ (p23) and begin with a discussion of Zachary Bennett-Brook and the way he translates his ideas into his Saltwater Dreamtime artwork.

• Choose one or more of the exercises provided to demonstrate how art can be used to express the theme and students’ own ideas.

• Encourage students to create their own artworks based on what they have learnt and discussed on the theme Homegrown Heroes and Reconciliation.

• Make sure students write an artist’s statement explaining their artwork (template on page 29).

3-4 SESSION1

• Use the above guide for session 1.

SESSION 2

• Choose a further two case studies from pages 18–22 and discuss using the discussion questions provided.

• Alternatively, research your own homegrown heroes and discuss in groups.

SESSION 3

• Use the ‘Session 2’ guide above for this session.

SESSION 4

• Use this session to continue to work on and complete artworks.

• Make sure students write an artist’s statement explaining their artwork (template on page 28).

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Constitutional Recognition

Our Constitution was written more than a century ago. By then, Aboriginal and Torres Strait Islander peoples had lived on this land for more than 40,000 years, keeping alive the world’s oldest continuous cultures; but Australia’s founding document did not recognise the first chapter of our national story. In fact, it mentioned Aboriginal and Torres Strait Islander peoples only to discriminate. Until the 1967 referendum, Indigenous Australians were excluded even from being counted in the tally of citizens of Australia under section 127 of the Constitution.

Today Australia prides itself on being a place of fairness, but our Constitution still does not recognise the first Australians. Section 25 of the Constitution states that the States can ban people from voting based on their race. It’s long past time that we ensure that there is no place for race discrimination in our nation’s most important legal document.

We need to fix this, and bring the country together after so much time apart. It is the next step in reconciling our past. And it’s the right thing to do.

All Australians know that our unique Aboriginal and Torres Strait Islander cultures enrich this nation, and are crucial to our distinctive national identity. When we finally write that chapter in, it will formally become part of the shared story of every Australian. All of us will be connected with tens of thousands of years of history that is the long story of Australia.

How can we change the Constitution?

Changing the Constitution is no easy task. The power to amend our Constitution lies with the people through a referendum. To hold a referendum, the Australian Parliament needs to follow the process laid out in section 128 of the Constitution. The most important aspect of constitutional change in Australia is that any proposed amendments must be approved by a double majority, that is:

• A majority of voters nationwide, and

• A majority of voters in a majority of States (four out of six States).

Achieving this is extremely difficult. In fact, there have been 44 referendums held since 1901 and only eight of these have been successful!

ACTIVITY/CLASS DISCUSSION: There will be a referendum on constitutional recognition in

the next couple of years. What things do you think should be done to ensure the changes

are passed? Research a successful

referendum and list three reasons you think it was passed.

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Adam Goodes

As many of you will know, Adam Goodes is one of the Sydney Swans’ star football players. He is an incredible athlete, a well-respected team member and a proud Adnyamathanha and Nurungga man. When he’s not on the football field, Adam is a passionate advocate for reconciliation and constitutional recognition.

Last year, Adam was honoured as the 2014 Australian of the Year. He took the opportunity when accepting his award to remind Australians about the importance of stopping racism.

“It is not just about taking responsibility for your own actions, but speaking to your mates when they take their anger out on their loved ones, minority groups, or make racist remarks” he said.

As part of his work against racism in Australia, Adam has been a huge supporter of the plan to include Aboriginal and Torres Strait Islander peoples in the Constitution. As Australian of the Year, Adam spent his twelve months in the spotlight building more support for Constitutional Recognition.

“I’m proud of the 40,000-plus year history of my ancestors, the Aboriginal and Torres Strait Islander peoples of Australia. And yet that impressive Australian story is still missing from Australia’s founding document,” Adam told journalists recently. “I hope that future generations of Australians will grow up learning about the rich and impressive first cultures of our country – and constitutional recognition is part of achieving that.”

ACTIVITY/CLASS DISCUSSION: What makes Adam Goodes a

homegrown hero?Why does Adam believe that Aboriginal and Torres Strait Islander peoples should be

included in the Constitution?

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“I’m proud of the 40,000-plus year history of my ancestors, the Aboriginal and Torres Strait Islander peoplesof Australia”

Recognise!

The Recognise team are a great example of homegrown heroes that are dedicated to constitutional recognition. They believe that constitutional recognition is an important next step to help reconciliation between Aboriginal and Torres Strait Islander people and non-Indigenous Australians.

The Recognise team are travelling on an epic relay around Australia to build awareness and understanding for the movement. They’ve called this the ‘Journey to Recognition’.

As of January 2015, the team had already covered 30,220 km across Victoria, South Australia, Western Australia, the Northern Territory and Queensland. They’ve been very busy – covering the country by foot, bike, 4-wheel drive, kayak, surfboard and paddleboard. They’ve met locals in towns and cities to inform communities about their work and encourage people to vote ‘yes’ to fix the Constitution at referendum. The Recognise team has proved it will go to extraordinary lengths to help Australia take important steps towards reconciliation.

The Journey to Recognition will be travelling through NSW from March 2015. To see when the Journey will be in your area, head to recognise.org.au/thejourney/events or check out their Facebook page (facebook.com/RecogniseAUS)

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Vincent Lingiari was an Aboriginal elder of the Gurindji people in the Northern Territory. He was head stockman at the Wave Hill pastoral station and worked alongside 200 other local Aboriginal stockman, house servants and their families. These workers were treated very poorly and were forced to work on land that had been taken from them during colonisation.

By the 22nd of August 1966, Lingiari and the other workers had had enough of these conditions and went on strike, walking-off Wave Hill Station and setting up camp at Wattie Creek (this event is known as the Wave Hill Walk Off). The Walk Off made headlines all around Australia and when the owner of the station, Lord Vestey, offered the workers a slight pay increase, they refused his offer. The Walk Off had become bigger than the original issue of wages and living conditions, it had become the first claim for traditional Aboriginal land in Australia.

Lingiari, on behalf of the Gurindji people, argued that the land belonged to them because they had lived there ‘from time immemorial and [their] culture, myths, dreaming and sacred places’ evolved on that land.

The strike went for eight years and despite the challenges this posed, Lingiari and the other workers never gave up. Across Australia, support for their strike grew and finally in 1966, Prime Minister Gough Whitlam travelled to Wattie Creek to meet with Lingiari. Lord Vestey agreed to hand back a portion of the land to the Gurindji people and, to symbolise the return of their traditional lands, Whitlam poured a handful of sand through Vincent Lingiari’s hands.

You can check out the lyrics to this song at: paulkelly.com.au/albums?album_id=89

Vincent Lingiari

Mum Shirl

‘Mum Shirl’ is the nickname given to Shirley Colleen Smith, an Aboriginal women and homegrown hero from Redfern, Sydney. She got her nickname whilst visiting her brother in prison. She soon noticed that a lot of the other prisoners never had visitors, so she started visiting them as well, even once her brother was released. When she was asked by the guards what her relationship was to the prisoners, she would always reply “I’m their mum!”. She was a huge supporter of

the prisoners she visited, and would even help them get back on their feet once they were released.

From her experiences in these prisons, Mum Shirl became concerned about the lack of support available for Aboriginal and Torres Strait Islander people within Australia’s legal system. She established the Aboriginal Legal Service in 1970 which still provides free legal advice and representation to Aboriginal people today.

Mum Shirl also spent huge amounts of her time finding homes for homeless children. She even took some into her own home and raised them as though they were her own children. She was also a founding member of the Aboriginal Medical Service, the Aboriginal Children’s Service and the Aboriginal Housing Service.

Mum Shirl was an inspirational woman and elder in her community.

Image: Mervyn Bishop, 1975

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In the small town of Parkes, NSW, school students are now being taught the traditional Aboriginal language of their area. Parkes Wiradjuri Languages Group has set up language classes in a number of schools, and is helping students to understand local Aboriginal culture and their shared history. As well as learning the local language, students are also learning the stories and ancient history of their local area.

Linda Burney is a Wiradjuri woman from South Western NSW, who began her career as a teacher. Linda has always been committed to reconciliation and was the founding leader of the NSW State Reconciliation Committee which hosted a number of highly successful events that put reconciliation in the spotlight. Linda was also heavily involved in the planning of the famous ‘Peoples Walk for Reconciliation’ in 2000, in which 250,000 Australians walked across the Sydney Harbour Bridge to demonstrate their support for a reconciled Australia.

Geoff Anderson, Wiradjuri Language Coordinator, explains the huge impact this program is having: “1000 children a week are being taught the Aboriginal language of the district. We will have a full generation of people in Parkes that will grow up knowing Aboriginal culture, knowing Aboriginal words, respecting Aboriginal ground, and that’s why it will change people’s lives”.

Linda made history in 2003 when she became the first Indigenous Australian to be elected to the NSW Parliament. Linda is currently the Deputy Leader of the NSW Labor Party and remains passionate about the need to build better relationships between Indigenous and non-Indigenous Australians.

Linda is a fantastic role-model for all young people and we are proud to call her a homegrown hero.

The Parkes Wiradjuri Languages Group

Linda Burney

Images: (top) The NSW Labor Party, (left) News Limited

This program encourages respect and understanding between Indigenous and non-Indigenous Australians and is a great example of reconciliation in action. Congratulations to all involved in this wonderful program, you are all homegrown heroes to us!

Here is a video of these awesome kids:https://open.abc.net.au/explore/22207

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QUESTIONSWhat makes these people heroes?What do they have in common?

Can you think of any differences between them?

Do you think we need heroes for reconciliation? Why?

Bangarra is an Australian Indigenous dance company that was started in 1989. All the dancers in Bangarra are Aboriginal and/or Torres Strait Islander people.

Bangarra is run by Stephen Page who is a descendant of the Nunukul people and the Munaldjali clan of the Yugambeh nation from

The Australian Indigenous Mentoring Experience (AIME) is an organisation which provides mentoring and support to Indigenous high school students across Australia. AIME works by training volunteer university students to become mentors, and pairs them up with Indigenous high school students. The AIME volunteers and staff believe that ‘Indigenous = Success’ and are working towards a future where Indigenous students are finishing school at the same rate as other Australians.

Not only does this organisation provide support for Indigenous high school students, it also provides university students with a unique

South-East Queensland. Stephen became the Director of Bangarra only two years after it was established and has led the company ever since. Bangarra is very well-known and highly respected across Australia and around the world.

opportunity to learn about Indigenous cultures and histories. AIME was started in 2005 by Jack Manning Bancroft. When it first started, there were just 25 mentors and 25 high school students involved. In 2014 AIME is connecting 3,500 Indigenous kids with 1,500 university student mentors.

By 2018, AIME will annually engage 10,000 Indigenous high school students across Australia and support their transition to university, employment or further education.

You might recognise these homegrown heroes from their signature hoodies!

Bangarra Dance Theatre

AIME

Images: AIME

Through dance, Bangarra gives everyone a way to celebrate Aboriginal and Torres Strait Islander culture, and provides a way to learn about the history and traditions of Australia’s First Peoples. It also provides Indigenous dancers, musicians and designers the chance to work at a world-class level while practicing their culture.

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Activities

Now we want you to use your artworks to express your ideas and feelings about homegrown heroes and reconciliation!

1 Draw a comic strip using one of our reconciliation heroes or your own as inspiration.

2 Design a newspaper headline and front page using the story of one of our homegrown heroes or your own idea of a homegrown reconciliation hero.

Saltwater Dreamtime

My name is Zachary Bennett-Brook and I’m a proud Torres Strait Islander man from Wollongong on the NSW South Coast of Australia. My artwork combines my passion for surfing and the ocean with my Indigenous heritage. I create artworks from recycled surfboards and fins, putting a modern twist and my own unique touch on traditional Indigenous Australian art.

Growing up in the ‘Gong I have always been surrounded by the ocean and have been addicted to sliding across the ‘ocean hills’ (what I like to call the waves). I am a proud Torres Strait Islander man and we are known as the saltwater people. The ocean has always played a vital role in my life and I often draw inspiration from its blue walls and sandy floors. The colours and shapes of the sea are visible throughout my artworks and highlight my respect for the ocean’s beauty and power.

I also draw inspiration from other creative people and their artworks. I love to watch people create, and looking at their final pieces always helps me to develop my own ideas. I strive to produce artworks that are of the highest quality and represent my passion for surfing and my Indigenous heritage. I believe that every artwork I craft helps me grow artistically.

FURTHER ACTIVITIES:Check out Zac’s artworks on his website saltwaterdreamtime.com and facebook.com/Saltdreamtime What do you like about his artworks? Can you see how the ocean is represented?Zac creates his artworks on recycled surfboards and fins. If you could paint your art on any object, what would you chose to best represent your passions?

3 Create a mural using the stories of three of the homegrown heroes to show how their stories are linked to each other and linked to the theme of reconciliation in Australia.

4 Based on one of our homegrown heroes, design a new Australian flag which incorporates the idea of reconciliation and being a hero in Australia.

Alternatively, use your own ideas and activities!Don’t forget to write down your artist’s statements after completing the artworks!

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SCHOOL NAME: ..............................................................................................................................................................................................

TO DO DOING DONE ACTION: We Will….

Develop and implement a Reconciliation Statement

Fly the Aboriginal Flag

Fly the Torres Strait Islander Flag

Celebrate NAIDOC Week

Celebrate Reconciliation Week

Participate in National Apology Day

Participate in National Sorry Day

Enter the Schools Reconciliation Challenge

Make a mural in our school to represent Aboriginal and Torres Strait Islander people in a positive way to the school community

Invite Aboriginal Artists, story tellers and cultural practitioners to visit our school

Develop and display a plaque to recognise the Traditional Custodians at the entrance of our school

Connect with Elders in our local community and invite them to talk at our school

Organise school excursions to local Aboriginal sites of significance

Invite a Traditional Owner to perform a Welcome to Country in our School for important assemblies and events

Conduct an acknowledgement to Country at the commencement of our important school events and assemblies

Investigate and learn about our local Aboriginal languages with the assistance of our local Aboriginal community, and consider re-naming parts of our school environment

Building Reconciliation in your school shows your respect for Aboriginal and Torres Strait Islander people. You can take the Schools Reconciliation Challenge further by evaluating Reconciliation in your school and developing your own Road Map to Reconciliation.

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26 JANUARY This is a celebration of Aboriginal and Torres Strait Islander cultures

and peoples. Events are held all around Australia showcasing

different aspects of culture including dance, literature, music,

food, language and history.

13 FEBRUARY To mark the anniversary of the

formal apology by the Parliament of Australia to Aboriginal and Torres Strait Islander

people, particularly the Stolen Generations, for past injustices.

21 MARCH This is a day of cultural respect for everyone that calls Australia

home. The purpose is to promote belonging and cultural diversity, and to reaffirm Australia as an

inclusive nation.

19 MARCH This is the annual event held to raise awareness about the Aboriginal and

Torres Strait Islander health crisis in Australia, and promote equality

in life expectancy and health status between Indigenous and non-

Indigenous people.

26 MAY On Sorry Day thousands of Australians

from all walks of life participate in memorial services, commemorative meetings, survival celebrations and

community gatherings to honour and commemorate the Stolen Generations.

27 MAY – 3 JUNE The dates of Reconciliation Week

commemorate two significant milestones in the Reconciliation Journey – the anniversaries

of the successful 1967 Referendum and the High Court Mabo Decision. It is a time to celebrate and learn about our shared

histories, cultures and achievements, and explore how each of us can contribute to the

national Reconciliation effort.

3 JUNE This marks the anniversary of the

High Court’s historic decision, led by Eddie Koiki Mabo, which overturned the legal fiction of terra nullius and recognised Aboriginal and Torres

Strait Islander people as the original custodians of this land.

1 JULY The anniversary of the day the

London Missionary Society arrived in the Torres Strait for the first time. Torres Strait Islanders people mark this day by holding

cultural ceremonies.

6 – 13 JULY NAIDOC stands for National Aborigines and Islanders Day

Observance Committee. Held from the first Sunday to the second Sunday in July, this week celebrates the history,

culture and achievements of Aboriginal and Torres Strait Islander people.

9 AUGUST This day affirms the importance of

protecting and promoting the rights of Indigenous peoples all around the world. It also celebrates their unique contributions and diverse,

rich cultures.

4 AUGUST This is a day to reflect on the human rights

of Aboriginal and Torres Strait Islander children: their right to be educated, cared for, protected, and to have the opportunity to understand and practise their culture.

SURVIVAL DAY

NATIONAL CLOSE THE GAP DAY

MABO DAY

NATIONAL ABORIGINAL + TORRES STRAIT ISLANDER

CHILDREN’S DAY

INTERNATIONAL DAY OF THE WORLD’S

INDIGENOUS PEOPLES

COMING OF THE LIGHT

NATIONAL NAIDOC WEEK

NATIONAL SORRY DAY

NATIONAL RECONCILIATION WEEK

NATIONAL APOLOGY DAY HARMONY DAY

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Websites

Accessible Arts NSW aarts.net.au Accessible Arts NSW is the state’s peak arts and disability body. It provides support for teachers and practitioners and develops activities across NSW.

AIME Mentoring aimementoring.com AIME Mentoring is an organisation which provides volunteer mentors to Indigenous students from high school onwards across Australia. Their website provides information on their program as well as how to become involved.

The Art Gallery of NSW artgallery.nsw.gov.au/education The Art Gallery of NSW has developed lots of slides, essays and teaching resources about current collections and exhibitions, including the Indigenous collection.

The Australian Museum Australianmuseum.net.au/Indigenous-Australia This site gives a comprehensive introduction to the diversity of Indigenous Australia.

ANTaR antar.org.au ANTaR is an independent, national network of organisations and individuals working in support of Justice, Rights and Respect for Aboriginal and Torres Strait Islander peoples. This site contains a vast array of resources and links.

Bangarra Dance Theatre bangarra.com.au Bangarra Dance Theatre is an Indigenous dance company. This is their website which features information about their upcoming performances and images from past productions.

Cathy Freeman Foundation cathyfreemanfoundation.org.au The Cathy Freeman Foundation is an organisation which assists children in Aboriginal and Torres Strait Islander communities with literacy skills. This is their website.

The Healing Foundation healingfoundation.org.au The Aboriginal and Torres Strait Islander Healing Foundation is an independent Indigenous organisation with a focus on healing in Aboriginal and Torres Strait Islander communities.

The Human Rights Commission humanrights.gov.au/education/face_facts/index.html#4 The Human Rights Commission has a vast collection of resources. This link takes you to lesson plans and classroom activities about Aboriginal and Torres Strait Islander Issues.

Indigenous Law Centre Featured Artists ilc.unsw.edu.au/artists The Indigenous Law Centre is based at the University of New South Wales. This webpage showcases a wide range of colourful contemporary Aboriginal art, with information about the work and artists.

Jessie Street Trust jessiestreettrust.org.au/about The Jessie Street Trust website provides information on the life and achievements of this inspirational woman.

The Little Red Yellow Black Book lryb.aiatsis.gov.au/ provides an entry-point to Aboriginal and Torres Strait Islander culture and history and is written from an Indigenous perspective. The website contains mini essays, teaching notes and other resources.

The Macquarie Pen Anthology of Aboriginal Literature macquariepenanthology.com.au/abor-websites.html is both a book and an online database of Aboriginal cultural websites.

National Congress of Australia’s First people nationalcongress.com.au Congress is a national voice for Aboriginal and Torres Strait Islander Peoples. It is owned and controlled by its membership and is independent of Government.

NSW Reconciliation Council nswReconciliation.org.au NSWRC is the peak body for Reconciliation in NSW. Visit this site to stay up to date with events, projects and campaigns across the state.

Reconciliation Australia Reconciliation.org.au/home/resources/school-resources This section of Reconciliation Australia is a resource section for schools.

Recognise recognise.org.au is the nation wide campaign to recognise Aboriginal and Torres Strait Islander peoples in Australia’s Constitution. The site contains fact sheets and background information as well as education Kits for schools.

BOOKS

Arthur, W. and Morphy, F. (eds) 2005. Macquarie Atlas of Indigenous Australia. Sydney: Pan Macmillan Australia.

Parbury, N. 2005. Survival: A History of Aboriginal Life in NSW. Sydney: NSW Department of Aboriginal Affairs.

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Schools Reconciliation Challenge 2015 Entry Form

For teacher to complete and attach to artwork. Only one entry form should be submitted per artwork.

ARTWORK DETAILS

Artwork Title: ……………………………………………………………………………………………………………………………………..….

Number of contributors: ………

Year: ………

How many: …… Female …… Male ……*Indigenous ……*Non-Indigenous

*This information is optional.

Artist name/s: ……………………………………………………………………………………………………………………............................

(FOR CLASS ARTWORKS, PLEASE ATTACH A CLASS LIST TO THIS FORM WITH THE NAMES OF ALL CONTRIBUTORS)

I declare the submitted artwork is original and I have read and agree to the competition conditions of entry on page 30 of the Teaching Kit.

SCHOOL DETAILS

School Name:……………………………………………...........……………………………………………...........…….

Town/Suburb:……………………………………………..... Postcode:……………………………………………..........

Contact Teacher:………………………………………..….. Teacher Email:*……………………………………………...

School Phone Number:…………………………………...... Teacher Mobile:*…………………………………………….

*Please provide teacher’s direct details, not the generic school information. Details will only be used to contact you in relation to the Schools Reconciliation Challenge.

PARENT/GUARDIAN DETAILS

Parent/Guardian Name:…………………………………. Email:…………………………………… Mobile:………………………………….

SURVEY

These answers will not affect the result of the competition.

How did you hear about the competition?

email received Kit in the mail social media NSWRC Website other……………………................

How many lessons were spent on this unit?

1 2–5 5+

What parts of the Teaching Kit did you find most useful?

Activities/Questions Case Studies Art Activities Teaching Protocols other………………..........…

What else would you like to see included?

……………………………………………………………………………………………………………………………………………………......

………………………………………………………………………………………………………………………………………...

Send to: Schools Reconciliation Challenge NSW Reconciliation Council Studio 213, 3 Gladstone StNewtown NSW 2042

CLOSING DATE 22 MAY 2015

Or by email with digital artwork: [email protected]

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For students to complete and attach to artwork. Only one artist statement should be submitted per artwork.

Artist Name/s:........................................................................................................................................................................................................

Year:......................................................................................................................................................................................................................

School:..................................................................................................................................................................................................................

Teacher’s Name:....................................................................................................................................................................................................

Artwork Title:..........................................................................................................................................................................................................

PLEASE ADDRESS THE FOLLOWING THREE POINTS IN YOUR ARTIST STATEMENT:

What is your artwork about?

How does it relate to Reconciliation?

How does it relate to the theme Homegrown Heroes?

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Please NOTE: Artist’s Statements are judged as part of the artwork. Consequently, artworks submitted without comprehensive Artist’s Statements will NOT be accepted.

Schools Reconciliation Challenge 2015 Artist Statement

RECONCILIATION MEANS...

Page 31: PUBLICATION & COPYRIGHT · Reconciliation is a multi-layered process. In Australia it means bringing everyone together by addressing divisions between Indigenous and non-Indigenous

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By completing and submitting the 2015 Schools Reconciliation Challenge entry form, each participant agrees to be bound by the following terms and conditions:

ELIGIBILITY

1. To participate in the Schools Reconciliation Challenge, students must currently be enrolled in Years 5–9 at a primary or secondary school in NSW, or be the equivalent age of a Years 5–9 student. Students may participate independently or as part of a class project.

2. Entries must be entirely the work of the entrant and must never have been published, self-published, featured on any website or public online forum, broadcast, nor have been entered or won a prize in any other competition.

3. A completed entry form must accompany the document or artwork to indicate agreement to these terms and conditions.

4. Artists who are placed First, Second or Third will receive financial assistance for travel to attend the awards ceremony and exhibition launch in Sydney for themselves and one guardian. Collaborative entries must delegate one representative and their guardian to attend the ceremony.

5. Artists who are placed Highly Commended may have their work exhibited in Sydney but will not receive sponsored travel.

6. The artwork must reflect the 2015 theme Homegrown Heroes.

7. Entries must meet the competition requirements and formats, outlined in ‘size and material of works’ below.

8. No corrections can be made after the entry is received by the NSWRC.

9. Entries which are not nominated may be returned at the expense of the artist or school within two months of competition close. Nominated entries may be held for up to 12 months before being returned to the artist.

10. Closing date for receipt of entries is 22 May 2015 (or postmarked by 22 May 2015)

11. Whilst all care will be taken to protect original artworks, NSWRC takes no responsibility for loss or damage.

SIZE AND MATERIAL OF WORKS

• Artworks must be 2D. Students may use any material for their artwork, such as collage, paint, pencil or still digital media such as photography or Photoshop.

• Entries may be a maximum of A1 size (or 60 x 84cm).

• Artworks must be submitted on a flat surface such as paper or board.

• NOTE: submissions on canvas will NOT be accepted.

• Clearly write, name, class, school and title of work on the reverse. Paper clip or Blue-Tack entry form to artwork. Do not glue entry form to the artwork.

• Artwork must not be framed or mounted behind glass.

DIGITAL ENTRIES

• The filename of digital entries must be the title of the artwork

• Email either a digital photograph or scanned version of the artwork. Preferred file types are .jpg, .gif, or .bmp.

• The original artwork of entries must be available and submitted to the NSWRC office within seven days of notice (the NSWRC will provide assistance with these arrangements).

COPYRIGHT

By signing a completed entry form, and accepting the award offer, the nominated authors/artists:

1. Agree to grant royalty-free, worldwide, nonexclusive, licence to reproduce and publish work in all media of expression now known or later developed and in all languages in the nominated artwork to the NSWRC without reservation including, but not limited to, all intellectual property rights to reproduce and publish the nominated entry on the NSWRC website and to change and/or reproduce any part of the nominated artwork in relation to other promotional activities;

2. Agree that the NSWRC may publish, on the NSWRC website and in relation to other promotional activities, any personal information provided by the nominated artist in connection with their entry including, but not limited to, the nominated artist’s name, age, community and state/territory of residence; and warrants that there is no cultural or religious reason or any other impediment that prevents the nominated artwork from being exhibited, published or reproduced.

JUDGING

All entries will be viewed and judged by a subcommittee of the NSWRC. The decision of the judges will be final and absolute. No correspondence concerning decisions will be entered into.

Page 32: PUBLICATION & COPYRIGHT · Reconciliation is a multi-layered process. In Australia it means bringing everyone together by addressing divisions between Indigenous and non-Indigenous

Studio 213, 3 Gladstone StNewtown NSW 2042

(02) 8095 9600 [email protected] nswreconciliation.org.au facebook.com/nswreconciliation

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© NSW Reconciliation Council Inc. 2015 ABN 583 759 527 94 ISBN 978 0 646 91504 3

NSW Reconciliation Council grants permission for this resource to be copied for educational purposes only.