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First Steps Learning Academy – August 2022 to August 2023
At First Steps Learning Academy/ The First Steps Learning Company we have a strong belief and philosophy that shapes our centre. Our education program provides opportunities for not only Aboriginal and Torres Strait Islander children but for all Australian children who are here to learn and respect the cultures of Australia’s history. Our vision for reconciliation is to have a clear picture of what we are aiming towards. Using these five dimensions od reconciliation, identified by Reconciliation Australia will allow our service to create this clear picture and benefit in achieving reconciliation. 1. Race and Relations: Our vision and mission is to understand, respect and value Aboriginal and Torres Strait Islander people’s cultures . We want to ensure we have a strong two-way relationship between our centre and First Nations communities. 2. Equality and Equity: Our vision is to ensure that we provide Aboriginal and Torres Strait Islander people the opportunities to participate equally and equitably in all areas of our service. 3. Unity: First Steps Learning Academy strives to bring people together in unity. We value this as an important part of our vision as we want to ensure that everyone values, respects, understands and recognises Australia’s First Nations peoples’ cultures and contributions. Aboriginal and Torres Strait Islander cultures and heritages are very important aspects to our service and of course oAustralia. As a service we want to ensure this is recognised and respected 4. Institutional Integrity: Our vision is to ensure our policies, procedures and philosophy of our service is guided in the right direction for a positive and respectable means for reconciliation 5. Historical Acceptance: Our vision is to promote and ensure the acceptance of our nation’s history and is implemented into our curriculums and services. We want to ensure our children understand the wrongs of the past.
At First Steps Learning Academy/ The First Steps Learning Company we have a strong belief and philosophy that shapes our centre. Our education program provides opportunities for not only Aboriginal and Torres Strait Islander children but for all Australian children who are here to learn and respect the cultures of Australia’s history. Our vision for reconciliation is to have a clear picture of what we are aiming towards. Using these five dimensions od reconciliation, identified by Reconciliation Australia will allow our service to create this clear picture and benefit in achieving reconciliation. 1. Race and Relations: Our vision and mission is to understand, respect and value Aboriginal and Torres Strait Islander people’s cultures . We want to ensure we have a strong two-way relationship between our centre and First Nations communities. 2. Equality and Equity: Our vision is to ensure that we provide Aboriginal and Torres Strait Islander people the opportunities to participate equally and equitably in all areas of our service. 3. Unity: First Steps Learning Academy strives to bring people together in unity. We value this as an important part of our vision as we want to ensure that everyone values, respects, understands and recognises Australia’s First Nations peoples’ cultures and contributions. Aboriginal and Torres Strait Islander cultures and heritages are very important aspects to our service and of course oAustralia. As a service we want to ensure this is recognised and respected 4. Institutional Integrity: Our vision is to ensure our policies, procedures and philosophy of our service is guided in the right direction for a positive and respectable means for reconciliation 5. Historical Acceptance: Our vision is to promote and ensure the acceptance of our nation’s history and is implemented into our curriculums and services. We want to ensure our children understand the wrongs of the past.
All of us at First Steps Learning Academy respectfully acknowledge the Traditional Owners and Elders of the Land on which we operate. The Traditional Custodians of the Land in Liverpool are the Cabrogal Clan of the Darug Nation. It is also acknowledged that the Land was accessed by peoples of the Tharawal and Gandangara Nations. The Traditional Custodians of the Land in Bankstown are the Darug and Eora people. The Traditional Custodians of the Land in Sutherland Shire the Dharawal people. The Traditional Custodians of the Land in The Hills the Bidjigal people. The Traditional Custodians of the Land in Camden the Dharawal people. We promise to look after your Land, the animals and people too.
| Name | Position |
|---|---|
| Trisha Hastie | Staff (teaching) |
| Briony Rippon | Staff (teaching) |
| Bev Garces | Community member |
| Kristine Rees | Principal / Director |
First Steps Learning Academy would like to acknowledge the following contributors to the development of this RAP.
| Name | Role/Organisation |
|---|---|
| Jacinta A | Diversity Kids |
| Diversity Kids | Diversity Kids Innovative Inclusion Support |
| Jessie D | Liverpool Early Educator Enrichment Program |
| RAP ACTIONS | COMMITMENT |
|---|---|
| Aboriginal and Torres Strait Islander People in the Classroom | We are committed to engaging Aboriginal and Torres Strait Islander people in our learning activities. Having Aboriginal and Torres Strait Islander voices in learning environments is vital when teaching about Aboriginal and Torres Strait Islander histories and cultures. |
| Early Years Learning Framework | We seek out ways to connect our reconciliation vision and plans and Early Years Learning Framework principles, practices and outcomes. Our efforts mean reconciliation is embedded in everyday early learning environments. |
| RAP ACTIONS | COMMITMENT |
|---|---|
| Cultural Responsiveness for Staff | Staff are supported to reflect on and build their cultural responsiveness to improve their practice and best support the needs of Aboriginal and Torres Strait Islander students. Staff are provided with a range opportunities to build their knowledge and understanding of their own positionality and Aboriginal and Torres Strait Islander perspectives, contributions and cultures. |
| Reconciliation Projects | Our early learning service will collaborate on projects that visibly and authentically embed Aboriginal and Torres Strait Islander histories and cultures in learning programs and the physical environment. Through this culture of collaboration across the early learning service and with the community, we commit to creating an environment where young people, staff and community members acknowledge, respect and experience connection to the First Australians. |
| RAP ACTIONS | COMMITMENT |
|---|---|
| Welcome to Country | Where appropriate, significant events at our early learning service commence with a Welcome to Country. Protocols for welcoming visitors to Country have been a part of Aboriginal and Torres Strait Islander cultures for thousands of years. By incorporating these protocols into formal events and important occasions, we recognise Aboriginal and Torres Strait Islander peoples as the First Australians and Custodians of their Land. |
| Celebrate National Reconciliation Week | Our early learning service community celebrates National Reconciliation Week (NRW) which is held from 27 May to 3 June each year by talking about reconciliation in the classroom and around the school, and celebrating with the community. NRW is a time for all Australians to learn about our shared histories, cultures and achievements and to explore how each of us can join the national reconciliation effort. |
| Build Relationships with Community | We commit to building relationships with our local Aboriginal and Torres Strait Islander community that are built on mutual respect, trust and inclusiveness. We value these relationships and their role in helping to create opportunities for Aboriginal and Torres Strait Islander and non-Indigenous staff, students, children and community members. |
| RAP ACTIONS | COMMITMENT |
|---|---|
| Teach about Reconciliation | Our early learning service community is committed to learning about reconciliation in Australia. Having an understanding of the concept, history and progress of reconciliation is an important part of continuing the reconciliation journey. This understanding also helps to strengthen engagement with our early learning service’s RAP by positioning it within the broader story of reconciliation in Australia. |
| Teach about Days of National Significance | We commit to incorporating nationally significant days for Aboriginal and Torres Strait Islander peoples and reconciliation into our curriculum to increase knowledge of Aboriginal and Torres Strait Islander histories, cultures, contributions and contemporary issues. We also commit to including Aboriginal and Torres Strait Islander perspectives when teaching about other national days, such as 26 January (Australia Day) and ANZAC Day. |
| Explore Current Affairs and Issues | We are committed to raising awareness of current affairs and issues in the public domain that are of particular significance to Aboriginal and Torres Strait Islander peoples and the process of reconciliation. This will be done through curriculum delivery, policies and procedures, and will be integrated into the ethos of our early learning service. |
| RAP ACTIONS | COMMITMENT |
|---|---|
| Acknowledgement of Country | Our early learning service recognises the continuing connection of Aboriginal and Torres Strait Islander peoples to the Country on which we live, work, learn and grow. All staff and students have the opportunity to show respect to Traditional Owners and Custodians by regularly conducting an Acknowledgement of Country at meetings and events throughout the year. |
| RAP ACTIONS | COMMITMENT |
|---|---|
| Aboriginal and Torres Strait Islander Flags | Our early learning service flies or displays the Aboriginal and Torres Strait Islander flags as a demonstration of our pride and respect for the histories, cultures and contributions of Australia’s First Peoples. Flying or displaying the flags promotes a sense of community partnership and a commitment toward reconciliation. |
| Physical Acknowledgement of Country | Our early learning service proudly commits to displaying a physical Acknowledgement of Country as a way of showing awareness of, and respect for, the Aboriginal or Torres Strait Islander Traditional Owners and Custodians of the land on which our early learning service is located. |
| RAP Launch | Our early learning service is proud to launch our RAP at an event that recognises the efforts of the working group and celebrates our school or service’s commitment to reconciliation. We will use our RAP launch event to inform the wider community about our RAP and the many different ways they can get involved and take action toward reconciliation. |
| RAP ACTIONS | COMMITMENT |
|---|---|
| Take Action Against Racism | Racism can have serious negative consequences for the people who experience it, for those who witness it, and for wider society. When racism is properly understood it is easier to overcome. We commit to building awareness of what racism is, the impacts of racism and how to respond effectively when it occurs through an anti-racism strategy tailored to the needs of our early learning service. |
| RAP ACTIONS | COMMITMENT |
|---|---|
| Curriculum Planning | Embedding Aboriginal and Torres Strait Islander histories and cultures in curriculum planning, development and evaluation processes is a key and ongoing consideration across all year levels and learning areas. Curriculum documents have or will be audited to identify the extent to which Aboriginal and Torres Strait Islander histories, cultures and contributions are already embedded, and to identify opportunities for strengthening the representation of this content in the curriculum. |
| RAP ACTIONS | COMMITMENT |
|---|---|
| Inclusive Policies | All staff in our early learning service are aware of policies that refer specifically to improving educational outcomes for Aboriginal and Torres Strait Islander people and increasing knowledge of, and respect for, Aboriginal and Torres Strait Islander histories and cultures in Australia. We have a plan in place to ensure all staff comply with these policies in their daily practice. Our internal policies have been, or will be, amended to ensure they are also inclusive of Aboriginal and Torres Strait Islander peoples and increase knowledge of Aboriginal and Torres Strait Islander histories and cultures in Australia. |
| Staff Engagement with RAP | Commitment to the Reconciliation Action Plan (RAP) from all staff is essential for developing a RAP that is implemented in a meaningful and sustainable way. All staff will be involved in the ongoing development and implementation of our RAP through staff development opportunities facilitated by the RAP Working Group. |
| RAP ACTIONS | COMMITMENT |
|---|---|
| Celebrate RAP Progress | We are committed to reflecting on the progress made in the growth of knowledge and pride in Aboriginal and Torres Strait Islander histories, cultures and contributions in our early learning service. We will track the progress of our RAP, continually revisit our commitments, and celebrate our achievements, while generating new ideas to develop and sustain our RAP into the future. |
First Steps Learning Academy acknowledges the Traditional Custodians of Country throughout Australia, on which we live and learn each day and help guide the young leaders of tomorrow. We recognise the Traditional Owners’ continuing connection to lands, waters and communities. We pay our respect to Aboriginal and/or Torres Strait Islander peoples and cultures, and to Elders past, present and emerging
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