Reconciliation at Fisher Road School

This case study explores Fisher Road School’s approach to its Reconciliation Action Plan (RAP).

Image: Fisher Road students in yarning circle

Supporting reconciliation at Fisher Road School

This case study explores Fisher Road School’s approach to its Reconciliation Action Plan (RAP). It examines how the school uses Reconciliation Australia's Narragunnawali Platform to develop its RAP and highlights its dedication to inclusivity and cultural awareness. The school’s efforts to support students with disabilities while fostering knowledge and pride in Aboriginal and Torres Strait Islander histories, cultures, and contributions for students, staff, and the community are showcased.

School Context

Established in 1953, Fisher Road School is in Dee Why in Sydney’s Northern Beaches region. The school sits on the lands of the Garigal people. The school is a leader in inclusive education, providing a safe and supportive environment for students with additional learning needs. Catering to students from Kindergarten to Year 12, the school supports those with moderate to severe intellectual disability, including autism, and students with physical disability. The school currently has no Aboriginal and/or Torres Strait Islander students or staff, yet it proudly prioritises embedding Aboriginal culture in its curriculum.

Reconciliation at Fisher Road Public School: An overview

Before starting the RAP, Fisher Road had already embedded Aboriginal culture into its curriculum. It has had an enthusiastic committee working to ensure their students can engage with and learn about Aboriginal culture, stories, and language.

The school began its official RAP journey two years ago. It consulted with local Elders, including Aunty Caroline, and colleagues from nearby Stewart House School, who were able to give the team at Fisher Road valuable pointers to get started.

The Narragunnawali Platform guides the way

While the school has long incorporated reconciliation in its teaching and learning, the Narragunnawali platform has been a great resource for formalising the school’s RAP. The school’s approach was to incorporate the mandatory RAP actions and adjust, or add to them, to fit the individual learning needs of its students.

“We looked at what actions best fit our school; because our school is unique, and we didn’t want our actions to be tokenistic. We want our RAP to be relevant,” says a staff member at the school.

Kari, a classroom teacher, further acknowledged the complexities in adapting learning opportunities for their students with intellectual disability. “It can be a challenge to teach about local Aboriginal culture and heritage in ways that our kids can connect to, but we strive to make it meaningful,” Kari explains.

The Narragunnawali platform has not only formalised the school’s RAP but helps staff to reflect and improve. Maria, a classroom teacher, says, “It keeps us on track. It makes sure we keep evidence of our work which makes us think about what we’re doing and why so we’re more deliberate in what we do.”

Developing a whole school approach

The staff take a holistic approach, integrating reconciliation initiatives carefully across the curriculum.

The school features a yarning circle made of sandstone rocks where students engage in sensory stories. Kari says, “On special days, like Reconciliation Day or Sorry Day, we’ll keep a box of books in the yarning circle and encourage staff to read with the students on the day and through the week.”

The yarning circle adjoins the school’s Aboriginal garden where, last term, students connected to Country through planting a combination of native plants to create an edible ‘Bush Tucker’ garden featuring warrigal greens and finger lime.

One of the stand-out activities in the school’s music program is the annual visit from a group called Troubi, which includes dancing, drumming, and playing the didgeridoo. Kari says the students respond very well to the lead performer, Ryka. “He’s phenomenal with our students, very sensory and engaging,” Maria says. “They get real value from it. It’s been a great success.”

Sensory and inclusive learning

Fisher Road’s approach to inclusion involves sensory learning activities. Kari shares, “Our Acknowledgement of Country is very sensory. It is signed and accompanied by visuals. We keep it simple to ensure accessibility for our students.” She adds that incorporating action is important: “We also have a video version featuring students. We want to keep it relevant for the kids. We asked them, ‘What does the earth mean to you? What does the sky mean to you?’ And they use actions to show. They might reach up to show the sky.”

Involving families

The school communicates its RAP activities to parents and carers through newsletters and events, ensuring community involvement. “Parents are involved in our family days and informed about our RAP and activities. We send photos home when we have special events or art projects,” Maria says.

What’s next?

The RAP has formalised Fisher Road’s reconciliation efforts, providing accountability and a clear direction. Looking ahead, Fisher Road plans to finish developing its native garden to create more sensory environments and will soon receive new staff shirts and lanyards featuring Aboriginal design.

When asked how other schools might kick-start their own RAP journeys, Fisher Road suggests embracing creativity to find what suits each unique school community. Prioritising the RAP and engaging students in the process will keep it relevant and impactful.

Want to know more?

Visit Reconciliation Australia's Narragunnawali Platform and join the conversation on the Viva Engage ‘Reconciliation Action Plan Group’. You can also subscribe to the RAP newsletter.

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