WIRLANKARRA YANAMA.
YURLU NYINKU MIRDA YURNDARIRDA
'Go with a clear, open and accepting spirit and the country will
not treat you badly'

Vision for Reconciliation
This land on which we are all lucky enough to call home has been cared for by Aboriginal and Torres
Strait Islander peoples for many generations before colonisation and, as such, we need to recognise,
show respect for, listen to and be guided by Australia's First Peoples, now and into the future. At Kids
Corner Child Care Centre, we want Australia to be a place of equity, dignity and respect.
Acknowledgment of Country
We respectfully acknowledge the past and present Traditional Custodians of the Land on which Kids
Corner Child Care Centre resides, the Noongar people. It is a privilege to be here on Noongar
Country. We wish to acknowledge and to show respect for the future custodians of this Land, our
young children. We are honoured to be able to use this site for the purpose of providing the best
education and care for all children. Together we acknowledge the contributions of Aboriginal and
Torres Strait Islander peoples and non-Indigenous Australians to the education and care of all
children across the lands on which we live and share together.

​​

We are committed to welcoming Aboriginal and Torres Strait Islander people as guests to work alongside our children in learning activities. Having an Aboriginal and Torres Strait Islander presence in learning environments is vital when teaching about Aboriginal and Torres Strait Islander histories and cultures. We commit to providing opportunities for our Aboriginal and Torres Strait Islander children to celebrate their cultural identities. These opportunities positively impact the well-being of Aboriginal and Torres Strait Islander children, and create shared pride for Aboriginal and Torres Strait Islander cultures, contributions, identities and histories in the early learning service community.

We are committed to forging a meaningful and ongoing relationship with local Aboriginal and Torres Strait Islander Elders, and people recognised in their community as Traditional Owners. We hope this relationship can be of mutual benefit, and that our local Elders and Traditional Owners will feel safe, and confident, to share their historical and cultural knowledge with our staff and children. We will reflect on our current level of cultural competence and provide staff with a range of opportunities to build and extend their knowledge and understanding of Aboriginal and Torres Strait Islander cultures. We also commit to supporting staff to independently seek out and participate in a variety of cultural awareness experiences that assist them on their own journey of understanding.

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 service and with the community, we commit to creating an environment where children, staff and community members acknowledge, respect and experience connection to the First Australians.

Where appropriate, significant events at our early learning service commence with a Welcome to County. 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. We celebrate National Reconciliation Week (NRW) which is held from 27 May to 3 June each year by talking about reconciliation in the service, 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.  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, families, children and community members. We will develop our everyday program to ensure it provides children with explicit opportunities to build their knowledge and understanding of Aboriginal and Torres Strait Islander cultures. This commitment extends to the inclusion of cultural competence principles, fostered in educators, in the ethos across our early learning service.

As a community we are 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  service’s RAP by positioning it within the broader story of reconciliation in Australia. 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 about other national days, such as 26 January (Australia Day) and Anzac Day. 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 relevant to the age of our children. This will be done through curriculum delivery, policies and procedures, and will be integrated into the ethos of our early learning service.

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 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. We commit to demonstrating our respect for Aboriginal and Torres Strait Islander histories and cultures in the physical environment of our early learning service. We understand that making our respect visible in the learning environment through the incorporation of meaningful, relevant and culturally appropriate art, artefacts and symbolism reinforces our work toward reconciliation. It also makes our intentions and actions clear to our children, parents and the broader community. We commit to organising and participating in events to celebrate or commemorate days/weeks of national significance for Aboriginal and Torres Strait Islander peoples and the reconciliation movement to show our pride in, and respect for, Aboriginal and Torres Strait Islander histories, cultures and contributions. We also commit to including Aboriginal and Torres Strait Islander perspectives when we commemorate other national days, such as January 26 (Australia Day) and Anzac Day. Our early learning service displays the Aboriginal and Torres Strait Islander flag as a demonstration of our pride and respect for the histories, cultures and contributions of Australia’s First Peoples. This promotes a sense of community partnership and a commitment toward reconciliation. Our service proudly displays 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 service is located.

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 service.

All staff are supported to understand and embed the Australian Curriculum cross-curriculum priority Aboriginal and Torres Strait Islander Histories and Cultures in the curriculum. The cross-curriculum priority is considered in the development of lesson plans and resources in all learning areas. Embedding Aboriginal and Torres Strait Islander histories and cultures in curriculum planning, development and evaluation processes is a key and ongoing consideration across all learning areas. Curriculum documents have or will be reflected on 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. All staff are supported to understand and meaningfully engage with the Australian Professional Standards for Teachers, specifically Focus Area 2.4: ‘Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians’.

All educators 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 amended to ensure they are also inclusive of Aboriginal and Torres Strait Islander people and increase knowledge of Aboriginal and Torres Strait Islander histories and cultures in Australia. 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. We commit to ensuring that our engagement with the National Quality Standard involves the inclusion of Aboriginal and Torres Strait Islander histories, cultures and contributions in our daily practice and programming, as well as authentic and meaningful engagement with the local Aboriginal and Torres Strait Islander community. 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 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. We promote supplier diversity and support Aboriginal and Torres Strait Islander owned businesses and their employees through the procurement of goods and services related to our RAP, as well as our general business. We maintain a list of local, regional, state based and national Aboriginal and Torres Strait Islander owned businesses to accompany procurement policies and procedures.

We commit to providing children with a deeper knowledge and understanding of Aboriginal and Torres Strait Islander cultures and identities by learning about Aboriginal and Torres Strait Islander languages. We acknowledge the importance of language maintenance and revitalisation efforts and will provide children with opportunities to learn – or learn about – the First Language of their local area.