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At Minimbah Preschool and Primary schools, our experienced staff is committed to encouraging initiative and self-confidence through our four Core Values of Identity, Knowing, Kindness, and Confidence. We work with the community to build a culture that reflects the values of our families. We are committed to the idea of life long learning, using the most current learning programs to develop students who are happy, confident, and booming. Your child can start Kindergarten at the beginning of the school year if they turn five on or before 31 July in that year. By law, all children must be enrolled in school by their sixth birthday. Because students start new work in their new class at the beginning of the school year, it would be advantageous for your child both socially and educationally to start school as soon as possible in the new year. You must tell the principal if your child has any particular circumstances, allergies, health, or medical conditions before starting school. After your appointment with us, you will be asked to complete an enrolment form and return it to us. We will notify you of the result of your application. Primary learning includes whole-class, group, and individual activities designed to develop an inquiring mind and teach the necessary learning skills needed for schooling and later life. Literacy and numeracy are the building blocks of learning, and that is why English and mathematics take up half of students' learning time in primary school. Our teachers use a variety of strategies to assess each student's work. This includes observing their work in class and looking closely at work they produce throughout the year. Twice a year, teachers also assess each primary school student's achievements based on the NSW primary curriculum foundation statements' outcomes. A written report using the grade scale is sent home, usually near the end of Term 2 and Term 4, to give you a clear picture of your child's achievements. Students have several assessments in primary school: Off To A Good Start Kindergarten assessments in literacy and numeracy - helps our teachers identify your child's learning needs. National Assessment Program Literacy and Numeracy(NAPLAN) - assesses students' skills in numeracy, reading, writing, spelling, punctuation, and grammar. All students in Years 3 and 5 sit for four tests in May. NAPLAN results help teachers meet the individual literacy and numeracy needs of students. You will receive a detailed written report of your child's achievement in the tests. We are committed to closing the achievement gap for Aboriginal students. We know that we need to learn about, nurture, and value our Aboriginal students' cultural identity to assist them in being successful learners. Our school has been expressly set up to cater to Aboriginal and Torres Strait Islander students in a culturally safe environment. Family members, parents, and community members are invited to visit our school to get to know each other, learn about the local Aboriginal community, and develop shared goals and plans for Aboriginal students. We encourage Aboriginal students to negotiate and develop strategies by providing unique leadership opportunities through the Grip Leadership Conference. View full school

Worawa is a full boarding school catering for girls in the middle years of schooling, Years 7-12. An Aboriginal community initiative, Worawa, was established in 1983 on Aboriginal-owned land. The Aboriginal people govern it. Students are from Aboriginal communities across Australia. The College seeks preferred futures for young women who present with complex issues. Girls present at the College having experienced individual factors that have impacted their ability to focus on education. Students live and study in a supportive and nurturing environment that fosters positive cultural identity and individual potential. The College operates in an Aboriginal framework based on Aboriginal values. Worawa provides a holistic education program integrating education, culture, and wellbeing – ensuring students have the opportunity to progress academically, socially, emotionally, culturally, and spiritually. The College aims to harness girls' potential to learn and develop the academic skills, knowledge, confidence, and attitude as future leaders. 'living skills' prepare them for living in the school community and beyond. Worawa Aboriginal College offers these three essentials. As you can find out on this website, the College is in a lovely country in the Yarra Valley east of Melbourne. All our students live in. Houseparents look after them in small groups, and during term time, we run a seven-day-a-week program. Although some of our partner schools have boys, we only enroll girls, and we sometimes share activities with them. We only enroll in years 7 – 12 and concentrate on providing a proud and modern Indigenous education. Each girl has a personal learning program designed for her. After year 10, we help students go on to TAFE or senior certificate through a partner school network. For students approved by ABSTUDY, Worawa is free. Other students will need to pay some fees unless they win a scholarship. Worawa is a great opportunity. Our Elders or we would be glad to talk with you about it. Worawa is located on a culturally significant land of outstanding natural beauty. The Worawa Dreaming Trail is a focal point for the celebration of Aboriginal culture and tradition. Students learn about Aboriginal technology and science and the history of the Aboriginal tribes and clans connected to this important site. Access to the river and natural bushland provides for the teaching of cultural knowledge from Elders. Worawa assists Aboriginal students to establish themselves in Australian society with a strong sense of Aboriginal identity and self-esteem. With hundreds of Aboriginal students attending from across Australia, many have overcome significant barriers to achieve their chosen goals. We, at Worawa, take immense pride in assisting our students to reach their full potential. Emphasis is placed on threading culture through the curriculum and involving Aboriginal artists and other role models through various activities. The young women who pass through Worawa become strong and independent people, confident in their culture and Aboriginal identity, and ready to take their place in the world. Worawa encourages an active lifestyle. Involvement in a sport, personal fitness plans, circuit training, marathons, fun runs, movement through dance, and nutritionally balanced meals ensures all students' health and wellbeing. Some of the healthy lifestyle initiatives include: Well equipped school gym Qualified Fitness Instructor Personal Fitness Programs Healthy eating plans Education on nutrition Sports Academy There are several ways in which Worawa approaches supporting young Aboriginal women to develop skills and confidence in practicing wellbeing in everyday life. Some of these are ongoing programs at the College, while other initiatives have provided skills through shorter-term projects. The impacts of trauma, abuse, and disadvantage have a profound effect on young people's ability to take advantage of educational opportunities. For this reason, there is an inclusion of program activities selected as a therapeutic means of addressing the prevalence of emotional and psychological distress and need among Worawa students, arising in part from a direct or indirect experience of family violence and its consequences. Wellbeing and health assessment are conducted with every new student and students returning to the school from holiday breaks. This practice normalizes for students paying attention to physical and emotional wellbeing. The initial wellbeing assessment focuses on the student settling into the school and providing a space for students to bring up any issues they may be having. Oftenwellbeing, wellbeing issues will arise as the student builds trust with the Worawa staff and feels safe to disclose information or concerns if required counseling with the school psychologist or specialist service, such as the CASA house. The school nurse works with the student on the health assessment using an outline of the body as a visual cue to assist create a discussion about the student's body and where they may be having any issues. The nurse explains that this is a quick head to toe check. This process develops the students' mindfulness of their body and ability to identify their health issues by pointing this out on a drawn body. This also allows the student to get to know the nurse so that if the student is experiencing any health issues, the student has met the nurse and knows who she is and what she does. The assessment also includes family history, allergies, and raw physical assessment (pulse, blood pressure, temperature, respiratory assessment, weight, and height). A picture of the body outline, explanation of a wellbeing and health assessment is included in the orientation booklet for families and students. Occasionally, students seek assistance with physical ailments that stem from or are related to trauma and stress. Commonly these can be headaches, nausea, vomiting, anxiety, or insomnia. While all ailments are taken seriously, students are taught to be mindful of body, mind, and spirit to identify stress and trauma symptoms and implement the skills they have learned to address these issues. Students' nutrition is considered essential, and students have a menu designed by a dietician and do not have 'sometimes foods,' such as junk food, lollies, or soft drinks. On weekends students are guided with moderation regarding buying and consuming 'sometimes foods.' Students are encouraged to play a sport on the weekends, such as netball, soccer, basketball, softball, and more, to gain fitness, reduce stress, develop team skills, build school pride and increase social confidence. Students can access programs such as 'Love the Skin You are In.' You are image program has also been implemented with students aiming to build body confidence and critically analyze depictions of women in media and popular culture. View full school

The Aboriginal and Islander Independent Community School (hereafter referred to as the Murri School) was first established in 1986 with an aim to promote the development of Indigenous students as independent and skilled people who are culturally, morally and socially responsible, employable, capable of self-fulfillment and of contributing to society. In 1987, the school received full registration status with the Queensland Department of Education, which certified its application requirements with the Association of Independent Schools of Queensland and agreement with the Commonwealth. This milestone in Indigenous Education was for the school’s community, a significant move towards eliminating barriers that impede Indigenous students access to, and participation in, mainstream primary education. For the first ten years of operation, the school was located in a leased, disused Catholic primary school in Highgate Hill. This situation was not ideal as there were no playing areas for the children and access only to three classrooms. The school was asked to relocate during 1995 as the site did not meet Workplace Health and Safety standards and cost of upgrade was well beyond the means of the Parish Council. The school secured a two year lease from Education Queensland on closed inner city school. The move to this premises meant a marked improvement in the overall environment of the school, however, space allotted meant there was still a restriction on enrolments. We were able to increase enrolments to some degree with the move but were very quickly filled to capacity. The school’s Board of Directors and staff were untiring in their efforts to obtain Crown Land and/or financial assistance to purchase suitable land or site. This in turn meant that the school was not in a position to make application to Block Grant, due to the non-ownership of land and basic space and facilities to secure a grant. In 1997, the school was successful in its application to the Commonwealth to secure funds to purchase our current site at Acacia Ridge. The Murri School has a proven record of performance in advancing the educational attainment of Indigenous students, with particular reference. The school’s role and function within the Indigenous community is an established mechanism directly aligned and currently responsive to the following priorities: Improving Indigenous literacy. Improving Indigenous numeracy. Increasing the employment of Indigenous Australians in education and training. Improving educational outcomes for Indigenous students. Increasing Indigenous enrolments. Increasing the involvement of Indigenous parents/community members in educational decision making. Increasing professional development for staff involved in Indigenous education. In line with these priorities, the school has adopted key priority areas that are reflected as national priorities of the AEP: Making educational outcomes for Indigenous Australians similar to those for non-Indigenous Australians Setting literacy, numeracy and employment targets Involving Indigenous parents in their children’s education Expanding secure employment and training of Aboriginal and Torres Strait Islander people at all levels, particularly Aboriginal and Torres Strait Islander Education Workers Ensuring appropriate professional development of staff involved in Indigenous education Developing and extending culturally inclusive curricula Involving Indigenous Australians in educational decision making Achieving literacy and numeracy outcomes for Indigenous Australians similar to those for non-Indigenous Australians and Addressing the development of sound foundation competencies. It could be argued that there are other educational facilities available to parents and children in the Acacia Ridge area. However, the Murri School is not about denying the important aspects of contemporary education playing a vital role in the future of Indigenous children, nor is it about creating a ‘black’ separatist education for Indigenous people. It is about creating a choice that Indigenous people in the catchment area have in terms of the schools available for their children or as a school that they can access even if they choose to send their children elsewhere. It should be noted that the formation of the school was not motivated by how poorly Indigenous students were performing in mainstream schools. It was also based on a clear understanding by parents and community leaders that cultural beliefs and practices were an integral part of the whole development of children – of all their academic, psychological, social and spiritual aspects. This is no different a stance to that adopted by other secular, or class-based groups in mainstream public or private schools. Indigenous cultures in this context play an intrinsic role in developing and negotiating the acquisition of ‘western’ education skills and abilities, because there is no covert promotion in teaching approaches of any ‘deficit’ or ‘impediment’ to learning. As a result, the school ethos is based on debunking populist views that conceive Indigenous cultural differences as being so profound as to render mutual understanding or meaningful exchange, whether inside or outside classrooms, as exceedingly difficult if not impossible. School staff hold the view that, while equitable participation policies for Indigenous students in mainstream schooling systems is important, these should be balanced by alternative choices in schooling for Indigenous families and the communities they inhabit. Providing this choice can contribute to how Indigenous people articulate their self-determination in educational outcomes for both students and their families. Many children in our current population have been excluded or repeatedly suspended from the mainstream schooling system. The Murri School thus provides access to education for students often denied them elsewhere. The opportunity exists to create in-depth learning by developing education leaders who work with school staff and the community to build a collective educational vision that is clear, compelling, and connected to teaching and learning. This collective vision would help focus attention on what is important, motivates staff and students, and increases the sense of shared responsibility for learning where collegiality and co-operation are the keys to real educational success for Indigenous children. Our curriculum at all levels, from Preparatory to Year 12 and are based on the National Curriculum (ACARA) documents. During 2013 all work programs for Prep - Year 10 in English, Mathematics and Science were based on the Australian Curriculum. Rolled out in 2013: Implementation WSLP (Whole of School Literacy Plan) all literacy teachers to be 'coached' (ISQ Literacy Academy) Release of senior staff to fulfil this role Personalised Learning Plans for every student - to include health and well being Assessment of all students (P-10) using CDAT (numeracy) In 2013 the Secondary Department implemented Australian Curriculum Phase 1 subjects: English, Mathematics, Science and History. Subject selections for the Queensland Certificate of Education (QCE) are studied over Year 11 and 12. Subjects at senior level reflect the current aspirations of the senior cohort of the school and follow studies at junior level. Students study 3 core subjects, select one elective and undertake a VET line of study to accrue 20 credit points towards their QCE. Students are expected to complete a traineeship or apprenticeship. This has been designed as a compulsory component of the senior program to encourage senior students to explore career opportunities beyond school, and as a fundamental component to achieving the necessary points towards their QCE. View full school

Our College offers various educational programs providing varied learning opportunities for students from Year 7 to Year 12. We have a proud tradition of cultural, spiritual, academic, and sporting excellence. The pastoral care at the College enables a safe and caring environment where students can confidently grow to achieve their full potential. We believe in our motto' Learning for Life' as we aim to foster the students to make a difference in our world. As a Catholic school in the Edmund Rice tradition, Clontarf Aboriginal College is a place of learning and understanding that respects Aboriginal culture and spirituality and encourages students to reach their dreams. Welcome to Whadjuk Nyoongar country. Ninja Whadjuk Nyoongar Boodjar Noonook Nyininy. This is the Whadjuk Nyoongar country you are sitting in. Clontarf Aboriginal College is situated in Whadjuk Nyoongar Boodjar. Nyoongar* is the general name for Aboriginal people in the south-west of Western Australia. Of the fourteen Nyoongar language groups, the people who live in the Perth region are known as the Whadjuk people. The Whadjuk land south of the Swan River and west of the Canning River to the coast is Bilya (Beeliar). The land across the Canning River to the Helena River is Beeloo land. The Canning River is the border between these two great Whadjuk clans. Here at the Canning River, the Youran (bobtail lizard) meets the Nyingarn (echidna). The You is the totem animal for the Bilya people, and the Nyingarn is the totem animal for the Beeloo people. This area once had an abundance of wildfowl, especially Moornyi Koolyak (black swans) and ducks – traditional Nyoongar food. It was a vital camping ground where Whadjuk people foraged, fished, and hunted. It was here that they gathered to camp under their Mia Mias (shelters). After they arrived in 1829, Wadjela (white) colonists quickly took over the Whadjuk Nyoongar Boodjar and used it for farming. The Whadjuk people fought a losing battle against this loss of their land. In this first conflict, the Whadjuk people were led by Midgegooroo and his famous son Yagan. This was a sad story of dispossession, which finally left the Whadjuk people without the land on which they depended so much – spiritually as well as materially. The Whadjup Nyoongar Boodjar (Clontarf) site remains an important spiritual and cultural significance for contemporary Whadjuk people. Clontarf Aboriginal College has taken the Moornyi Koolyak – the black swan rising in flight – as its crest's central image. This powerful image directly links back to the traditional Whadjuk Nyoongar Boodjar on which the College now stands. *Nyoongar can also be written as Nyungar or Noongar. Nyoongar is the spelling adopted by the Board for the 2005-2008 Strategic Plan. Blessed Edmund Rice inspires the Clontarf Aboriginal College Christian Service Learning Program. Blessed Edmund Rice was the founder of the Christian Brothers. Students at Clontarf Aboriginal College are encouraged to live out their call to Service as Edmund Rice did and do Service a core aspect of College life. Christian Service is a fundamental responsibility of each Christian person. As reflected in the Christian Brothers' motto – 'To do and To teach' and the College motto of 'Learning for Life.' Therefore, it is our responsibility as Christians and as a Catholic College to live the Gospel values actively and 'To do' Christian Service while learning valuable lessons for life. That Clontarf Aboriginal College: Assists its students to be confident and creative persons with a high degree of self-worth Promotes pride in and in-depth understanding of Aboriginal and Torres Strait Islander identity, culture, and spirituality Develops a culture of excellence in all areas of school life Be a pre-eminent Catholic Aboriginal College in Australia Clontarf Aboriginal College promotes the following core values: Respect for self, others, and the environment Learning Aboriginal spirituality Community Self-discipline View full school