All Saints' College has a vibrant Aboriginal student population who are supported and encouraged in their endeavours and academic studies. Support for Aboriginal students is continuous and individualised at All Saints'. We are proud of the many opportunities provided to all students to increase cultural knowledge of and pride in Aboriginal and Torres Strait Islander cultures.
St Mary's Campus
- A transition program enables students from feeder schools to meet and form an identity with the College.
- We provide students with support and information regarding further education options, employment opportunities and trade training.
- We assist students to connect with Aboriginal support services and organisations at Universities and other further education institutions and training facilities.
- Supply information regarding suitable job vacancies.
- Review student progress in all aspects of their education, with the aim of assisting students to complete Year 12 or move on to secure employment.
- Assist where necessary to ensure students wellbeing.
- Offer mentoring – in Aboriginal society mentoring was embedded in all aspects of life. A child was nurtured and supported by way of story, dance and other forms of learning. Mentoring is a process that is important to all students but is particularly important to Indigenous students as it allows students to develop a relationship where the mentee has a major say in setting the agenda, with the mentor providing support and guidance where necessary.
- One on One tutoring.
- Assistance with University applications and scholarship applications.
- Mentor meetings.
- Leadership program/opportunity for year 12 student/s.
- Providing students with resources, such as rocks and paints, to participate in team building skills and connecting to country.
- Special sport opportunities and participating in Aboriginal sport competitions.
- Greater tutoring opportunities inside and outside of school hours.
- Greater involvement in leadership within the school.
- Educational and study programs.
- Aboriginal badges.
- Individual learning plans (PLP’s).
- Professional development opportunities.
Culture and Community
- We are committed to developing connections with family, guardians and the local indigenous community.
- We join and attend local AECG (Aboriginal Educational Consultative Group) meetings.
- Invite Wollotuka Institute to address students and their families.
- Assist students to engage in special cultural events. Encourage connection to culture, support for Aboriginality and their story.
- Involve students in preparation for liturgies and special events; NAIDOC, Reconciliation and Diocesan events.
- Gaining flagpoles for the school and having the Aboriginal and Torres Strait Islander flags beside the Australian and Dominican.
- Organising support networks outside of school such as counselling and tutoring.
- Special lunch meetings.
- Connecting with Indigenous students from all CSO schools.
- Aboriginal artwork for the school hall or library .
- Connecting to aboriginal spirituality and country excursions.
- More liaise with aboriginal elders and big brother/big sister programs.
- Celebrations and awareness for students and staff at St Mary’s such as Reconciliation Day assemblies, smoking ceremony for opening of hall, closing the gap programs etc.
- Connecting to AIME (Aboriginal Indigenous Mentoring Experience).
St Peter's Campus
You can download the St Peter's Campus Aboriginal Education Policy here.
St Peter's are in the process of formalising the Junior AECG (Aboriginal Educational Consultative Group), to give our Indigenous students leadership opportunities and a voice in their education and the way its presented to them. It also gives our students the chance to share opportunities in the community, become aware of support at St Peter's and engage with universities and employer placement services.
We are currently running a series of workshops hosted by Justin Ridgeway, from Youth Express in Maitland. He is introducing our Indigenous students to their history, culture, elders and positive role models from a variety of areas. We heard from Uncle Johnny Lockwood about his experiences of the Stolen Generation and we will be making boomerangs while talking about how to find out more about their identity.
The table below shows the number of students in each of the categories listed.
*Language Backgrounds Other Than English (LBOTE); Students With Disabilities (SWD)