Our staff and students have demonstrated remarkable engagement in this endeavor. The RAP committee has expanded to encompass 32 members, including teaching and non-teaching staff, students, parents, and community representatives. Collaboratively, and with the assistance of our Year 12 Prefects, we’ve formulated a vision statement that seamlessly aligns with our School’s Values.

In conjunction with the RAP development, we’ve implemented initiatives to increase awareness of Reconciliation within our school community. Notably, an acknowledgment of country has been integrated into our staff signatures and website, symbolising our unwavering commitment to inclusivity and respect. Moreover, the establishment of the FIREDUP! club (Friends Igniting Reconciliation through EDUcation) aims to educate and advocate for First Nations peoples within our school, with a notable project being the collaboration with Zonta to host a forum to showcase the success of Indigenous women and how important women are in supporting First Nations people, culture, and country.

To support our staff, we’ve launched a communication platform to facilitate ongoing professional development and ensure real-time updates on the progress of our RAP through our learning management system, Hive. Furthermore, we were honoured to host Terri Schleibs from the Koorie Heritage Trust at the beginning of Term 2, providing invaluable insights into Australian history from the perspective of Aboriginal and Torres Strait Islander communities. This experience underscored the critical role of education in advancing Reconciliation.

Central to our RAP is the cultivation of authentic relationships to improve our community as well as foster learning and growth. Seeking cultural guidance from the Wurundjeri Woi Wurung Elders, in addition to soliciting input from our Aboriginal and Torres Strait Islander families and students, has been integral. Their perspectives and wisdom have enriched our journey, emphasiszing the significance of collaboration in our pursuit of Reconciliation.

I look forward to sharing more developments in the future.

Ms Tifany Centelles
Reconciliation Coordinator and French Teacher

Student Perpsective

When it was announced at Assembly last year that the School was looking for students interested in contributing to a Reconciliation Action Plan (RAP),I knew I had to get involved. After sending in an application to Ms Umbers and crossing my fingers, I was lucky enough to be chosen to represent the students of Ivanhoe Girls’ in the working group.

Being in the RAP working group has been one of the highlights of my final two years at school, and an opportunity that has made me feel incredibly empowered. While reconciliation is often only seen as acknowledging past mistakes, It is also about striving for a more inclusive future where amends have been made, and I believe all schools should have a RAP.

Being in the group has not only allowed me to form friendships with like-minded students, but it has also given me the opportunity to help educate members of the School community on the importance of reconciliation.

In meetings, the student voice is valued and I love being in an environment where students and teachers are working together to achieve a common goal. I find myself consistently learning and gaining greater knowledge about Australia’s history, and the importance of striving towards Reconciliation in 2024, which makes me incredibly hopeful for the future.

Harri (Year 12)