Ampe-kenhe Ahelhe COMMUNITY REPORT 2017 A Contents

02 From our Chairperson: William Tilmouth Werte! Anwerne Governance Committee aneme nhenhe Central Australia arenye. Anwerne 04 Ampe-kenhe Ahelhe Painting Arrernte mape aneme. Anwerne apurte-irreke­ Ampe-kenhe Ahelhe-nge Ampe-kenhe Ahelhe aneme ampe akweke mapeke akaltye irretyeke apurte irremele itneke artweye 06 Margaret Kemarre Turner, OAM mapenge arlke. Akaltye irretyeke angkentye itnekenhe arlke. 07 Leonie Kngwarraye Palmer Anwerne ahentye aneme ampe mape akaltyele anthetyeke anwerneke artweye areyele arle 08 Ingkerrekele Arntarnte-areme | Everyone Being Responsible (Governance) mpwaretye-­arte arteke arrulenge ntyele. 09 Anwerne kenhe Angkentye, Iterrentye | Our Principles Ampe anwerne-kenhe mape akaltyele anthemele angkentye anwernekenhe rlterreke atnyernetyeke. Anwerne apeke ampe anwerne-kenhe akaltyele antherlenge anwernenhe 12 Nthakenhe Anwerne Mpwareme Ampe-kenhe Ahelhe? akenhe governmentele ayakelengeiknge itne ahentye aneme mpwaretyenhenge akwele Why Are We Doing Children’s Ground? iterrentye itnekenhe-ele.­ 14 Akaltye-irreme Unte Mwerre Anetyeke | Learning and Wellbeing Kele nhenhe Ampe-kenhe Ahelhe-­ele ante arle anwernenhe alhengke areme iwenhe arle. 17 Arrernte-kenhe Angkentye | Developing our Arrernte Curriculum Anwerne mpwareme itnekenge anwerne apurte irremele urrkapetyeke. Ampe-kenhe Ahelhe-nge kwenhe ampe akweke mape anwerneke akangkwerremele aweme anwerne 18 Tyerrtye Mwerre Anetyeke | Health and Wellbeing arle angkeme. 20 Warrke-irreme Mwerrentye | Employment and Wellbeing Anwerne itelareme Ampe-kenhe Ahelhe utherne anwerne arlke mwerre apurte-irreme 24 Lorrayne Perrurle Gorey akaltyele anthetyeke. 26 Ayeye Ileme Mapeke | Sharing Our Stories Hello! We are the Governance Committee for Children’s Ground Central Australia 28 Mpweringke Anapipe (Ampe-kenhe Ahelhe). We are all and we come together with 32 Irrkerlantye Ampe-kenhe Ahelhe because we want to keep doing what we have been doing for 36 Yarrenyty Arltere thousands of years – teaching our children their culture and their language. At Ampe-kenhe Ahelhe we are working with our children on our Land – ­on the ground 42 Kele Mwerre | Thank you with their families. Together we are teaching them. 44 Ampe-kenhe Ahelhe Staff We have been doing this for a really long time, but every time we try something we get stopped because other people say they know better. Ampe-kenhe Ahelhe is the way we can be recognised for what we have been doing and what we can do. Children’s Ground believes in us. We believe we can go through this together with Children’s Ground.

MK TURNER, THERESE RYDER, LEONIE PALMER, FELICITY HAYES, LORRAYNE GOREY, VERONICA TURNER, CATHY TURNER, ANNAMARIA PALMER.

Photography by Children’s Ground staff and families © All photographs, filming and recordings of Arrernte people and country is owned by Arrernte people and used by Children’s Ground with their permission. 1 From Children’s Ground Chairperson: William Tilmouth

Children’s Ground in Central Australia world. We were inspired by other in the Top End. The Top End team system covers five platforms of: grew quickly into weekly Early Years Mpweringke Anapipe families and has a long story - over many global international leading practice. grew their philanthropic family as Learning and Wellbeing; Health and Language and Culture sessions. can now get back on to country decades. It builds on the work of We learnt from all of this and we they developed their Collective Wellbeing; Community Development with their children again through By the end of 2016, 15 Arrernte many people including community created Children’s Ground. Investment – just one of the areas and Wellbeing; Economic these weekly sessions. people had been employed or leaders who have passed away, of systemic reform Children’s Development and Wellbeing; Our heart began in Alice Springs and provided services to Ampe-kenhe Children’s Ground in Central who dedicated their life to their Ground is committed to. One of Creative and Cultural Wellbeing. in 2011 a community engagement Ahelhe. We had spoken with Australia continues to advance a people and to the cultural wealth of our long term supporters who had phase with Town Camps began and Despite doing it on our own, we are 240 adults and children across system that responds to the social, Australia. It is their talent and vision visited Alice Springs provided some people wanted Children’s Ground to still touching each of these platforms. three family groups connected to cultural and economic determinants that we try to honour in the work of seed funding and the grassroots begin. The story of Children’s Ground You’ll see that in the following report. Mpweringke Anapipe, Irrkerlantye for long term wellbeing. We Children’s Ground. Community engagement (Walk, was told through this painting (seen Our goal is to further build our and Yarrenyty Arltere; 48 0–5 year have the people, we have the Talk and Act) came to life again We designed Children’s Ground on page 4) designed by Jane Davis financial base, so we can commit olds, 31 6–12 yr olds and 95 adults commitment and dedication, we in the Centre. because the system has failed First (Arrernte and Western educator) to the full model and achieve the had attended our Early Years have the right approach. In this Nations peoples. First Nations people and painted by local Arrernte artist The senior elders wanted Children’s outcomes we know are possible sessions. across three family groups report you will hear this from the in Australia continue to endure the Amunda Gorey. Ground (known in Arrernte as when the system is integrated. connected to Mpweringke Anapipe, Ampe-kenhe Ahelhe community. impact of generations of violence Ampe-kenhe Ahelhe) to come Irrkerlantye and Yarrenyty Arltere. Despite efforts, Children’s Ground Felicity Hayes became the first It is their journey and story that is to and trauma that has taken form and and support them in their lifelong The groundswell had indeed begun. was unable to get funding at employee at Ampe-kenhe Ahelhe be celebrated and shared. shape in different ways over 230 ambition to strengthen first People wanted this to continue. that time for Central Australia. in April 2016. She is the Traditional years, but is ever present in the lives language, culture and education Our philanthropic family stepped There have been many attempts to Concurrently Kakadu West Arnhem Owner for Alice Springs. Together of people today. for their children and grandchildren. in to make it possible. have and culture (referred to as Top End in this with Leonie Sheedy, they followed They set the strategic platform privileged within the education Children’s Ground is a system for report) undertook a community the plan set out by the elders. Over In 2017 we created a Central Hub quickly. We talked about the system by people working at change. It is time that Aboriginal engagement phase and went on to the next few months their work, for Ampe-kenhe Ahelhe at the grassroots movements in New Ampe-kenhe Ahelhe today and people enjoy our cultural rights become the first Children’s Ground and that of the ever-increasing staff old Batchelor Institute campus Zealand, Hawaii and other places others. We are building on those and life, as well as be part of the site to commence operations in (Arrernte and non-Arrernte) and on Bloomfield St. We’ve grown that began 30 years ago, and foundations and we hope this mainstream economic system. 2013. The success of Kakadu West families joining the team, reignited our Early Years sessions from one where today there are whole time it will be different. Children’s Arnhem excited the families in Alice the vision and passion of local activity per family group per week We created the Chidren’s Ground systems of education from early Ground has demonstrated what Springs. In late 2015 we returned Arrernte people to continue a long to two activities per family group system out of our experience over childhood through to University is possible when First Nations to Alice Springs to the people who history of fighting for education – one on country and one centre- many decades, knowing the barriers for First Nations peoples. people and communities have inspired Children’s Ground. reform and social and cultural equity. based, and we use our Thursdays for and the strengths. We listened to hope, agency, opportunity, choice Without any Government funding meetings, curriculum development, the people. We were inspired by the Philanthropic families who first Momentum continued to build for and voice in decision making about we have focused on Learning and partnership discussions, planning work in our own country and with connected with our work in Alice Ampe-kenhe Ahelhe and along with their own lives, backed with the Wellbeing. But the Children’s etc. Some families from Ewyenper First Nations education around the Springs became key supporters the Walk and Talk, an Act phase resources to deliver excellence. Ground story is bigger. The full Atwatye have joined in with the 2 3 This is how I see Ampe-kenhe The two curved shapes in the Ampe-kenhe Ahelhe is a school, Ahelhe (Children’s Ground). bottom right-hand corner are but not as we know it today. Now graduated students from Ampe- children say, ‘we are going to The semi-circular shape in this kenhe Ahelhe. The graduated school’ and they mean somewhere painting represents ilthe/apmere students will have a good future. over there. But this school is going which means a home, where we They will have a choice. They to be at the community, and it is live. This picture represents a have had all those experiences not going to be in one small place, home and community. The little and the knowledge they have it is going to be in the home, in curved shapes in the semi-circle gathered through Ampe-kenhe the community centres, out bush represent people, the larger shapes Ahelhe. This will enable them to – anywhere where education can are adults, the smaller shapes are have real choices. They will have occur, where the child’s learning children. The curved pictures with the opportunity to seek out jobs can be strengthened. the hats represent male elders, in different places, whether it be while the curved pictures with Children may learn Chinese in their own community, the wider or Indian or another foreign scarfs are female elders. They are Australian community, or overseas; all within that home, within that language. We would have to take it could be anywhere. It will be them to an environment which community, and in Ampe-kenhe their choice. Ahelhe itself. would strengthen that learning. Whereever they live maybe they You have to be in an environment The star-like shape is a fire, with will have their own children and where you can absorb all those the people sitting around it. The begin the cycle again. This will things. If children are taken to an footprints leading from the outer prevent them from going back into environment where they can learn circle to the centre are the families the way of life we have now. those things then they can focus. and communities interacting with Ampe-kenhe Ahelhe. The The little house with stick figures If we want the child to learn and footprints show the interaction are the investors and partners of strengthen their own language, between children, families, homes Ampe-kenhe Ahelhe. The footprints then they have to be in an and communities, and Ampe- show the coming together, the environment where they can kenhe Ahelhe – sharing, caring interaction, of all the parts of learn and focus on their own and togetherness. That is one Ampe-kenhe Ahelhe: the families, language, like out bush, and the of the most important things the homes and the communities. teacher is going to be an elder or about Ampe-kenhe Ahelhe – The funding and support is coming family member who speaks that the interactions. The footprints in to the community from the language. are going two ways. People are investors and partners. And we The same method of teaching coming and going all the time. give back information about what would be throughout. They are interacting. It represents is happening in our community, the building of a relationship showing the improvement and The picture also shows the too, between all these children, enrichment in the health and ownership. The families and families, homes, communities and life of the children, families and communities will have ownership Ampe-kenhe Ahelhe. communities. of Ampe-kenhe Ahelhe through all that impatye, all those footprints. Within Ampe-kenhe Ahelhe we They will have input, they will have two-way learning. Children have a say in everything that is are learning Indigenous language happening in Children’s Ground. and culture, and Western language and culture. JANE DAVIS October 2011

Painting by Amunda Gorey 4 5 Margaret Kemarre Turner, OAM Leonie Kngwarraye Palmer AMPE-KENHE AHELHE DIRECTOR AMPE-KENHE AHELHE DIRECTOR

We have had a big struggle Their Aboriginal identity was left “Arrente language always came A while ago MK and I were sitting When I talk to my older “Kids want to see something trying to get the importance outside when they walked into the last in the education system. under an athenge (Ironwood tree), grandchildren they say it’s very different. They need an education of learning first languages and classroom. They had to take on the It was their words first. But now, just talking about our children’s exciting what we do at Children’s that is more than sitting down with culture recognised within the Education Department’s expected here, we’ve got an opportunity future. We talked about how many Ground. Even older people want pen and paper in a classroom. The Western education system. When identity of who they should be in to do this.” people we have asked for help to to learn more because they missed land is their classroom. We have to we started [with schooling] our the classroom; to relate to non- get a school going for our kids but out on their cultural experience and help those kids find a better place language wasn’t really important Aboriginal kids in the environment and learning from it. Especially my it’s never happened. language. When I go back to my to learn. And Ampe-kenhe Ahelhe to the mainstream. When our of education. All of those children, nieces and nephews and any other homeland I talk to the older adult is the best.” Vaddy was listening to us. She adult children were teachers in when they walk out the door – that’s Aboriginal people. They are most grandchildren and they ask me so started telling us about Jabiru the school, they had literacy and when they pick up their identity. welcome to take quotes from that many questions about the old ways. things. They learn about songs, Children’s Ground. We told her we numeracy in their mind, but they You’ve got to have your identity to book and use those quotes in a I tell them how I’ve learnt from Arrernte dancing – both boys and were interested in getting something couldn’t get that out because they learn. That’s why Children’s Ground good way. They have to take that my grandparents – grandmothers girls. They really enjoy it, because started for our children on their weren’t allowed to teach in their is really important: we need the kids book and be serious about it; not especially. They told me it’s very they’re doing things themselves homelands. We told her about our first language. They had to teach to grow up different to the kids of to misuse it. Non-Aboriginal people important to keep going with and the teachers and elders watch children not speaking Arrernte in English. Every written word was today – with their identity strong. too. They can learn what it is to be language and culture, so the older them. Those young children learn language properly and not knowing not in their first language. First us, to be Aboriginal people – what ones can teach their own kids. Arrernte in a very simple way; At Ampe-kenhe Ahelhe my book their culture properly. We told her language stayed very strong in their goodness is within the First Nations they make clapsticks and design Iwenhe Tyerrtye (published by we’d like to start something like When we started working with minds and in their hearts, but they people. It is an important book for them with their own colours. I love IAD Press, 2010) has been used as Children’s Ground for those children, Children’s Ground we took the could only teach it for maybe 40 everyone and I am so happy to be working with children – it makes me the framework for discussing our to help them get back on their feet. little kids out bush, giving them minutes in a day. Even though the continuing this work with Ampe- so proud of what we’ve achieved. curriculum development. I want to We were even talking about older time to play with sand and other First Nations students knew their kenhe Ahelhe. It’s growing and there’s more to see many people looking at and kids from primary school, as they things lying around on the land. language, they needed to learn come – more of the community will reading my book Iwenhe Tyerrtye Ayeye MK-kenhe. don’t speak their language properly It’s very important they create more about writing it. get involved. either. They are lost and struggling their own little stories with these in the mainstream. Kele mwerre. 6 7 Anwerne kenhe Angkentye, Iterrentye OUR PRINCIPLES

3. 1. 2. Akweke itnekenge Akweke anthurre akwete anetyeke Iwenheke apeke mapenge urrke itnenhenhe unte lyernpenye arne mpwaremele amangkelhe- unte anthetyeke urrkapetyeke ilenhemele Expect and deliver Stay with the children Start early with the best and grow with them the little ones until they are big

6. 4. 5. Arne ingkerrenyeke - Tyerrtye Mwarrentye arle anyentelhe iletyeke: Ingkerrekele Arntarnte areme tyerretye ngwenhe ingerrenyekenge arne mpwareme EVERYONE BEING RESPONSIBLE: AMPE-KENHE AHELHE GOVERNANCE mwerre anetyeke, urrkapetyeke renhe tnaketyeke akaltye irremele, tyerrtye Use and celebrate ngwenge artweye “The Land, the people, the story tiered governance’ set up and we opportunity to be part of decision Work with everyone people’s ability – that’s our Governance.” work closely with the Children’s making through the Early Years mapenge Ground Board which oversees activities and there are also a lot Connect everything: MK TURNER, DIRECTOR health, learning, life, the financial viability, corporate of discussions going on outside of culture, family, jobs Ampe-kenhe Ahelhe is different to governance and integrity. We Ampe-kenhe Ahelhe where we talk other organisations because it is make recommendations to them with family and visitors about what run by us – our elders, our families from the local level, because they we are doing. and all the community that come don’t have the knowledge we have Our work has included strategic to Ampe-kenhe Ahelhe. We speak or know what our needs are. They planning, staff recruitment, 7. with our own strong voices. Our listen to us and can help us make curriculum development, problem Arne mpwaretyeke 8. structure is determined by our decisions too. Anwenehe Ampe-kenhe Arrernte kinship and we follow solving, setting rules and arrurle arle the leadership and guidance of Our way of governance is based communicating decisions to family. mpwarewarretyarte Ahelhele iwerre arratye our elders. They support each on a collective. We talk about the We have also created 12 WHS ante nthakenhe alhetyeke akwete generation to have their say; we opportunities as well as the risks. We policies for our EY activities; they arle lyete arne community-ele arlke want our younger generation to have community agency through our are called ‘Angkentye anwerne – mpwarewarreme arteke apentetyeke learn from the experience of others governance committee. It was the kenhe anthurre apentyetyeke’ and take opportunities to get same in the Top End – they made the (These are the words we must Always think about old We are led by the stronger at leading and telling our decisions for up there. Every site is follow. These are our policies). ways and new ways of children, the family and responsible for themselves. doing things the community story. They are our future leaders. “We are speaking up at meetings, This is why our committee is open Each family group has another we are telling our story at to all family members or people level of governance for their site. conferences, we are pushing who come to Ampe-kenhe Ahelhe. Each site has their own elders ourselves to lead. We’re in the We are governing, designing, for cultural direction and advice. driver’s seat now – everyone else delivering and evaluating our Each geographic location is (non-Indigenous people) can get on the ground work. At Ampe- represented on the governance in the back seat.” kenhe Ahelhe there is a ‘two- committee. Everyone has the LORRAYNE GOREY, SENIOR ARRERNTE EDUCATOR 8 © Children’s Ground, 2017 9 “Anwerne akwetethe anthurre ampe anwerne kenhe mape akaltyele anthentye akngerre. Itne apmere itekenhe-nge akaltye irreme, nhenge apmere akethe arrpenhenge apeke. Tyerrtye arrpenhe mapele kwenhe ampe nhenhe areyele mpwareme aretyekenhe. Itne aretyenhenge warrke nhenhe renhe, Ampe-kenhe Ahelhe-nge.” LORRAYNE GOREY, SENIOR ARRERNTE EDUCATOR

“We’ve always been teaching our kids. They’ve always been learning on country or wherever we are. No one has been able to see that. Now we have a chance to show them through Ampe-kenhe Ahelhe.” 10 11 Ampe mape kwertele-ileme itnenhe rlterreke iletyeke All the kids are being smoked so they can be strong

Nthakenhe Anwerne Mpwareme Ampe-kenhe Ahelhe? WHY ARE WE DOING CHILDREN’S GROUND?

We are all worried for our our kids they are learning about learn. They need to be talking to to feel proud about their totems, When we are out bush we are not good about themselves as First grandkids. Everyone. Day in, day knowledge, health, community and their teachers in their own first skin names and language. All of just taking the children on a picnic, Nations people, and proud to be part out. We worry about our kids being society. We connect everything. language; they need to know that these things are vital to the growth we are teaching them the most of a community. We are all strong. locked up. We worry about our there is something there for them, and survival of our children. important part of our system of Today, so many of our young men It’s going to be different for the kids going to welfare. We worry like a family member or Aboriginal education and society – respect and women leave school. Some of When kids don’t get to be Arrernte next generation of kids because of for them when they are sick. We teachers who understand them and for the land. They are learning them have forgotten their culture at school it can really affect them what we are doing here. Arrernte worry all the time. We worry that know their family. Growing up and about the apmereke artweye mape and traditional stories. They feel later in life. We want our kids to grow language has always come last in the the school system is not working having your family around you all – people of the land – and about lost – walking in two worlds but not up and have jobs and a good family education system. It was always their for our next generation of kids. the time is so important for children cultural safety. feeling confident in either. That’s why life. This starts with education. By words first. But now, here, we’ve got We want a place where they are in these early years. How are they it’s so important we teach the next supporting kids to be strong in their Why can’t we teach our language an opportunity to do this: to have our safe; where they can grow up to be going to learn with strangers generation to be strong in culture language and culture, we are trying to our kids in school? Other education system for our kids so they healthy, educated and have a better when they don’t feel confident to and to learn how to speak Arrernte to make a difference for later on. children in Australia can learn in can have a better future. future. Ampe-kenhe Ahelhe is the communicate in English? properly – so they know who they their first languages, so why can’t best place for them. Parents, grandparents, aunties, are. When kids know who they are When they are learning from elders we have our kids taught in our own “Young people need to learn what uncles and cousins are all welcomed We as First Nations people want then they can learn anything. and families about their culture, languages when they go to school? the land is called in Arrernte, how and encouraged to attend Ampe- to teach our children in a culturally language, relationships and kinship, they are related to the land, what The Arrernte children who are kenhe Ahelhe with their children We have high expectations. Our appropriate way, from the grassroots. they are learning who they are the land is to them, going to mainstream schools and - that’s our way of learning. Kinship Arrernte teachers are trained This is the way we were taught by and where they come from. This is for that place, which skin group early learning centres are being and family relationships are vital to in both Arrernte and Western our parents, grandparents, great- how our children grow strong and they are and who is the keeper forced to leave their identity, culture our children. education. Our kids will also learn grandparents and other extended healthy in their body, mind and of the land. You’ve got to tell the and language at the door. They are English and Western skills but their families. These people were our spirit. If our children don’t know this Each family member plays an right story. It is important to get dropping out of education. culture must come first. first teachers growing up in our from an early age they will go to important and different role in a this right. It has to start with the community and they gave us the If our kids are encouraged to truly school not knowing who they are. child’s life. This includes extended We want our children to be proud of elders. If we don’t do it now, it best education. This is what we want keep their culture and identity family too. We are all growing up who they are and we want to make will all be lost.” At Ampe-kenhe Ahelhe our ampe for our children. When we teach with them all day, all the time, that one child together. sure young people grow up feeling MK TURNER, DIRECTOR akweke mape (children) – are made they will be more confident to 12 13 Felicity is telling Shontara a story during a learning on country session

Anna Maria and Fiona running an Early Years session at the Centre

Akaltye-irreme Unte Mwerre Anetyeke LEARNING AND WELLBEING

Our relationship with the land Nature is important to children’s (frog), pwepelye (tadpole) and It is important that our children two books so far. We will continue We run all our sessions outside is the reason why we base the development in every major way – round rocks. No more sitting down learn the history of Aboriginal into the future, creating resources under the bough shelter and children’s education on country. intellectually, emotionally, socially, in a classroom – the best learning people living in Mparntwe (Alice for our children’s learning. We know when the kids get off the bus they Nurturing the relationship with spiritually and physically. The is outside, on country. Springs). This year with Ampe- language and literacy are at the heart can’t wait to run in. They always the country nurtures families and natural resources on country form kenhe Ahelhe we’ve been taking of learning. Eventually this may even go straight to the cubby house In town, kids just see water coming communities. When you are on the basis of pre-reading, numeracy them to places like Amoonguna become an enterprise for us. area where they can have lots of from a tap. When we go out bush country you can feel the spirits of and writing experiences for us. and Telegraph Station to show imaginative play. Some kids will with Ampe-kenhe Ahelhe they the land and the ancestors with Traditional stories and songs from them where people lived and The Centre stay in that area for hours setting learn that the water comes from you. We are communicating with the land form strong images in our worked before the Town Camps up different spaces. They like to the ground and we show them how In July this year we moved into them and they are our guardians. little ones’ minds. The repetition of were set up. Learning our history wash the dolls and then wrap them to dig for it. This is not just part of our new site at the old Batchelor our told stories builds predictability helps them understand where they up and put them to bed, or even lie We don’t own the land, the land our culture and tradition - finding Institute campus. This means each and a sense of security for our have come from and the life of down and go to bed themselves. owns us. We don’t hold it, it holds us. the soakage in the creek bed – it is family group can now have two ampe akweke mape. Arrernte people today. We have lots of wood that they important for survival skills. Early Years sessions per week – The land is a family member use for building things and there’s With Ampe-kenhe Ahelhe, we We are also making books to one on country and one at the and we all have our different Families and elders at each always cardboard boxes to add to take our children outside so they document the learning that is Centre. Sometimes we bring things relationships and responsibilities location are teaching. As First the cubby house play. We have a can learn from what’s happening happening. Whenever we go out back from our on country trips – to it; this includes the ampe mape Nations people, we believe that rich play-based Early Years learning on their country. We don’t want on country there is something to like seeds, sticks and ochre – and (the children). The land is our our children learn better in an environment. We also have story them to just look at a picture of learn. We take photos of what we use these as part of our activity greatest teacher, it’s like a book. intergenerational setting. Children time and singing as well, and a kangaroo on a classroom wall see and what the children are doing in the Centre. We might continue need to learn culture, language, usually craft activities that adults Learning on country makes our – we want them to really see that and use them to make resources in a story that started on country history, song and dance from their like doing with the little ones. It’s a children strong in their culture and kangaroo. We want to show them Arrernte. It’s important for children to with the things we bring back. We parents and elders. The older calming space for all of us. language. We want to make sure what’s in the open space – the grow up reading stories in their first might tell it a different way or work generations are the knowledge our children grow up to be proud awengkere (duck); the arrpwere language. We want to be the ones to out how we can draw it or paint it holders, so it is important that all of who they are. (magpie). We want them to go write these stories. We’ve been doing with the little ones. ages are learning together. deeper – to look inside the kwatye this since we started with Ampe- (water) and find the mpwaltye kenhe Ahelhe and have published 14 15 Arrernte-kenhe Angkentye

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Totem Artweye- 5 Angkentye nhenge Language Family Arne Tyerrtye Having this central location has also Arrernte-kenhe Angkentye We have not tried to fit into a mpwaretyeke Body helped us to grow in other ways. We What you can see here (on the Western Early Years framework Creative have a meeting room now where we opposite page) has been the because we are always expected to can do our curriculum development journey for us this year; working fit into the Western ways of thinking. Apurte work, document our Early Years out how to write our curriculum That’s hard for us because we can’t irreme Iterrentye Alhenke- Mpwaremele outcomes or work on reports like framework down. This is the always translate your words into artweye-nhenge Culture arelheme untheme this one. The walls display our framework we have been living with Arrernte. The work we have done Identity Connecting family Doing & exploring thinking and allow us to develop for thousands of years. We know documenting this curriculum helps & community ideas slowly and keep talking about this works. This learning framework us to now explain it to other people what each of us think. Putting our is the same for all First Nations to other people because its ours, work on the walls also helps us to people. This is us ALL the time. because we have written it, we Ayeye ileme explain our processes to others. understand it, we own it. Sharing stories We have always been told that the We regularly update our data so Western way is the better way – a “I came into this role with a everyone knows the statistics for better way than what we already strong view of what constitutes © Children’s Ground, 2017 our Early Years work. As we build had. We have never been validated best Early Childhood practice – our evaluation tools, these will also for our knowledge. We are writing holding the child at the centre These are some of the important skills developed through Arrernte learning. They form a be reported on in that room so it down so other people can see of our work, supported by rich and complex system of knowledge and learning. The examples we share offer a small everyone can talk about them and that we can teach our children our family and community and using window into a very deep learning system. develop them further. All of us who way, the way we have been doing the elements of the natural come to Ampe-kenhe Ahelhe own for generations. This is a very deep environment as the teacher. Ingkerrenyeke Anyenteke-irreme that information. So far in 2017, 140 and rich way of learning which is Fortunately I discovered my Iterrentye (good mind): To have Akaltye Irretyeke (learn more): (family and community together): adults, 85 0–5 year olds and 26 6–8 so important for us. beliefs closely aligned with those a good mind for learning and by looking and doing. We listen year olds have attended our Early thinking. To know where you are to our Altyerrenge (Dreaming) Connecting with other people from When looking at a Western Early of Ampe-kenhe Ahelhe’s guiding Years activities, both on country from, to know cultural knowledge and history to learn more from the land. We are connected through Years framework, you can see all of principles and the aspirations of and centre-based. We’re evaluating and to be able to pass it down to our elders. our Altyerrenge (Dreaming). it there, laid out on the page. With the community. I bring a strong this work from the beginning. This the next generation. our Arrernte frameworks we can belief to the role, that Aboriginal Arntarnte Arelheme (learn to look Tyerrtye-kenhe Iterrentye (cultural; information will be so important to see everything that goes behind it ways of teaching kids on country Tyerrtye (healthy body): To have after yourself): We teach them to learn about safety of the land): We prove that we know what we are - that this learning system goes on has always been ‘best practice’ – a strong, healthy body we smoke be independent and to look after know where people come from and doing with our children and families. forever, deeper and deeper. showing, telling and allowing kids our babies after birth. Traditional themselves from dangers like fire how they are related to us through The most important thing about to learn through the land.” ceremonies keep our children and snakes. We teach cultural our land, language, lore and culture. the Centre is that it is a safe space HELEN FITZGERALD, WESTERN EARLY healthy and strong. safety; to respect other peoples’ Utnenge (strong spirit): We feel the CHILDHOOD EDUCATOR land and not to climb on the hill on for everyone. It is a place of no Arne Mpwaretyeke (being active): spirit of the land; it gives us strength. someone else’s country. argument. It’s important for the Dance ceremonies and learning We know the spirit of the land. The children and for all of us. how to dance, hunting for bush spirit of the land recognises us. foods – this is our exercise. 16 17 Ella tyape ineme meye ikwerenhenge. Ella’s mum is feeding her witchetty grub.

Tyerrtye Mwerre Anetyeke HEALTH AND WELLBEING

The way we think about health at supermarket. The food we find We involve our children in the land. Learning here keeps their promote healthy eating habits to so we could all be knowledgeable Ampe-kenhe Ahelhe is through our here is the most nutritious for traditional smoking ceremonies identity, mind and body strong. They children and families. Everyone about the health of each child. wholistic First Nations perspective. our children and keeps the whole to keep their spirit strong. This feel good about themselves; they feels good when they have food in The way this happened was the We are all growing up that one child family healthy. We show them how year we have performed several feel proud and confident. We feel the their stomachs, or when they have proper way for Arrernte families - together, so we are all responsible to hunt for alewatyerre (goanna) smoking ceremonies with Ampe- spirit of the land and it recognises us really enjoyed a meal – it’s good looking at the health of the whole for their health and wellbeing. atywenpe (perentie) and how to kenhe Ahelhe – to cleanse our and gives us strength. We need our for wellbeing. family and encouraging everyone prepare it properly for eating. The new campus at Bloomfield kids to be learning on the land. We know that if children don’t For our kids to walk in both worlds, to be part of the conversation. kids get really excited when we dig St, to welcome visitors and have a great start in life they Akeyulerre (The Healing Centre) is our we know that it’s important to look Not sitting in a clinic in town, one for yalke (bush onions) or tyape philanthropists and to ‘finish off’ will have an increased risk of key partner. They are so important in at the Western health system too. parent with one kid. Now we all (witchetty grub) from the witchetty at Burt Creek (one of the northern developing health problems later. keeping Arrernte health practices alive Health promotion is a central part have the knowledge, we can all be bush. Even if we don’t find any outstations – 60km north of This is part of why we work with including our traditional doctors and of our work. We are taking health responsible for supporting those tyape or kere, we know the process Mparntwe / Alice Springs) after an the little ones – to try and get this bush medicines. back to the people and making children with hearing problems. of looking, chasing or digging is old man passed away. ‘Finishing right for the next generation. sure our families know and control Australian Hearing also support us. good for the children’s physical off’ is an important cultural practice We encourage children to develop their health story. We invite other They were happy to listen to how We are trying to integrate health health and cultural maintenance. It’s that is initiated after someone healthy routines, teaching them organisations to help us. Hearing is Arrernte families want to do health, and wellbeing into everything we important to keep these traditional passes away to clear the space. about nose-blowing and hand- a big issue for our kids. This year we not the other way around. This is do. It just happens. When we take practices strong. It was important for us to do this washing. The little ones are doing invited Jo, an audiologist working how people should be working with the kids on country with Ampe- before we held our weekly Early it for themselves now when they We are always teaching the little at Central Australian Aboriginal First Nations families, but no one is kenhe Ahelhe they can run around Years program at Burt Creek, and come to Ampe-kenhe Ahelhe. ones about our bush medicines – Congress to walk with us. She came actually doing it. and climb hills and trees – this we were able to do it the proper how to find them on country, how We always make healthy food to to the Centre to meet with some is their exercise and keeps their way because all the elders and to crush and mix them, and what take with us on activities or to eat families and she also came with us bodies strong. families were together with Ampe- to use them for. They need to learn at the centre. We encourage the on a learning on country session kenhe Ahelhe. The little ones are learning from this from us because there will be children to try different foods and at Burt Creek. In just one session their elders about how to find a new generation coming up soon It’s important for the children to be eat them in different ways. Our she was able to test the ears of 18 food on country. The bush is our and they are the future elders who learning on country because their nutrition program aims to make children and adults, and share the will have to pass this knowledge on. utnenge (spirit) is connected to healthy food accessible and to results with the whole family group 18 19 Nhenhe alheme menhenge-nhenge uthetyeke, aretyeke ante akaltyetye apmereke. Four generations of family are teaching together on country.

Warrke-irreme Mwerrentye EMPLOYMENT AND WELLBEING

In our culture there are many in a variety of areas: in Early Years “We focus on strengths at next generation that will need to We feel confident and safe at Ampe-kenhe Ahelhe has a flexible different levels of teachers. Some activities at both our centre and on Ampe-kenhe Ahelhe. We don’t pass on that knowledge again. It’s Ampe-kenhe Ahelhe to say what approach to employment that skills you learn as you get older; country, working on the Arrernte- see the deficits. People come like a big circle. we want and to assert what is prioritises the wellbeing of our sometimes you might learn kenhe Angkentye, developing to Ampe-kenhe Ahelhe because important to us as First Nations staff and their families. We can It’s important for the kids to see something about country because resources, documenting learning they are family, because they people, because we know we see that work is just one part of that their parents and grandparents you are next in line to look after it sessions, as part of our governance are connected, not because they are in control. everyone’s life and there are many are their teachers. When they see or some knowledge is passed to committee, on research and have been referred. We want all other issues people are dealing their elders working they can see We celebrate everyone’s ability you for other reasons. At Ampe- evaluation, assisting with media and Arrernte people who come to with: health, housing, looking First Nations people as leaders. and see the potential within all kenhe Ahelhe our cultural standing communication needs, nutrition and Ampe-kenhe Ahelhe to feel good after kids etc. By having a broad They are really proud of us and our community for people to and knowledge is recognised. We kitchen work, driving, maintenance about who they are, proud to be employee base people can step in the work we are doing. contribute. You might be an artist, are not just employed as assistants and admin. We now have four part of a community because we to different roles if someone can’t a teacher, a do-er, a listener – – we are employed as educators in full-time and four part-time non- are First Nations people working It’s hard for many Aboriginal people come into work one day. We are everyone is welcome to come and our own right. We work alongside Arrernte staff, and since we started together for our children.” here in Alice Springs to get a job. all there to support each other be a part of Ampe-kenhe Ahelhe. non-Arrernte people who are we’ve had many volunteers both VERONICA TURNER, SENIOR ARRERNTE Potential employers really judge and make sure everyone is strong sharing what they know – they are locally and from interstate. EDUCATOR you on your background and We have come a long way in the and healthy to do the best work coming on this journey with us. We qualifications. They look at you as last year. We are still Walking and we can for our kids. Ampe-kenhe Ahelhe also recognises are all learning and walking together. if you have no experience – even if Talking and meeting with some the wealth of knowledge held by you have cultural experience and families for the first time. More In the last quarter we had 22 our senior people. Children’s Ground authority – because that kind of people are talking about Ampe- Arrernte people on our books – as values them because as we know, thing isn’t written down on a CV. kenhe Ahelhe and we can see it employees or suppliers of services. our elders are the most important The difference with Ampe-kenhe growing. It makes us proud to Some people might only work people. It’s like a big jig-saw puzzle Ahelhe is our skills and cultural know we have started this and to for a few hours each week, some – we’ve got to have that piece there knowledge are being recognised see what we have achieved in such people work up to 30 hours a week too. It’s important that the younger and valued. We want the world to a short time. We really think it is and others might just work every staff are learning from their elders see what we have been doing for going to work this time. now and again. People can work because they’re going to be the generations with our children.

20 21 “Working at Ampe-kenhe Ahelhe has really made a difference in my life – and not just because I didn’t have a job before. I’ve learnt a lot here. I knew how to speak my language but I didn’t know how to read and write it, and now I’ve learnt that from working here with my elders. It means a lot to me. We need to keep our culture and language strong so the next generation can teach their little ones, because it’s very important for us as Aboriginal people to be connected and to have that knowledge. All of that I learnt here at Ampe-kenhe Ahelhe with my elders. I never had that opportunity before. Working with family has helped me build up my confidence and to work alongside groups of strong people who inspire me. You know that you’re going to be supported by the team members that work here. It will be good to see other young people like me come in and work. We need to make sure the next generation gets involved so they can come up behind us.” ANNA MARIA PALMER, ARRERNTE EARLY YEARS SUPPORT WORKER AND EDUCATOR

22 23 Lorrayne reading one of our two published books: Mpwaltye (frog) written by MK Turner (& family)

Lorrayne Perrurle Gorey SENIOR ARRERNTE EDUCATOR

I feel really proud working at Ampe- we did Walk and Talk with lots of “When the kids go to school they Arrernte wrong way. At night we’re [At Ampe-kenhe Ahelhe] I also like “We’ve never had a chance like kenhe Ahelhe because this is the family groups around this area — have to leave their language always talking stories about the working on developing curriculum; this: to teach our kids our culture, kind of thing I used to hope for. talking about Ampe-kenhe Ahelhe. and culture at the door. But with past; telling stories of our ancestors. sharing with the other ladies what the way we want. To teach on I have always wanted to do this: I was even talking to families at Children’s Ground, we take them we’ve learnt, what we teach. We’re our Homelands and to make our These little ones know more than teach our own kids in our own the main shopping centres like out on their country and show trying to get the Arrernte framework own resources. We had to follow my teenage kids when they were language. I want people to take Yeperenye or at the plaza. Some them their place; where they are together, while still looking into the someone else’s rules first and small. They know more because notice – even our people – and families are really interested and from and where their ancestors are Western side too. When I look at [a now we have a chance to do they’ve been coming to Ampe- show them that we can do this. we are still talking to more families from. So they know who they are.” Western Early Years framework] you what we want.” kenhe Ahelhe with Aunty MK and from the outstations and in and can just see what’s there. But when When I first started at Ampe- other women – we all chuck our around town. you look at an Arrernte framework kenhe Ahelhe I didn’t know there I’m from Burt Creek and I know all knowledge together, for that one come and see what we do; what we there’s more behind it – you can would be so much to learn. Over For our first Ampe-kenhe Ahelhe about the little ones – what they do child or for all of them. The older have been teaching; how we do it – keep going forever. That’s what the last year I’ve got to know learning session with the little and what they like – and I’ve seen kids didn’t have that chance. They so they can take it back and share it I’ve learnt. That’s what I like doing: Ampe-kenhe Ahelhe more: we are ones we went out to Corkwood a lot of changes in them since we say to me: “What you are doing for all our people. started with Ampe-kenhe Ahelhe. translating, writing in Arrernte. getting more people, families and Bore, one of our homelands. You Nanna, you should have been doing Next year I can see more changes, The kids know it is their school. children involved too. The first feel like you’re your own teacher that long time ago!”. But they were I’ve learnt more about Ampe-kenhe more families and children. I hope Montannah is now learning more thing I did was a big family tree of – you can teach your kids the way in boarding school, with other kids Ahelhe this year – especially when that the government gives us a Arrernte, as well as Anmatyerre all the families from my homeland: you want to teach them. No one’s and family, travelling around from we went to Melbourne. I didn’t know chance to do what we want to do. [her first language]. She knows Mpweringke Anapipe area, north telling you what to do, because place to place. They didn’t get the there was a bigger story too, the Just one chance. Maybe somebody how to say things in Arrernte. All of Mparntwe (Alice Springs). you know what you’re doing – you chance to have that knowledge money story side. We have to keep with a mind like us can get in that those little ones know what their We have eight homelands in the know what to teach the kids. Some taught to them properly from talking to people in the city: tell government – so we can all do the skin names are and are learning Mpweringke Anapipe area: Burt of those little ones already know families and elders. If you’re in one them our story, get them to listen to same thing. Creek, Gillen Bore and 16 Mile [about their culture], but we’re how they relate to people and place you’re learning everyday – us. I also like the bush trips with the (Mpweringke); Sandy Bore, Snake getting them to know that they what to call them in Arrernte. I talk you know more than people who visitors [philanthropists]. They can Kele. Well, Corkwood Bore, Black Tank have to keep it strong; keep it with to all the little ones in Arrernte, are travelling around. and Harry Creek (Anapipe). In 2016 them all the time. correcting them if they speak

24 25 “We take kids for a walk and look around for bush plants and bush medicine. We teach them about the plants and animals and birds. We never really had any activities for little kids before. Now it’s really strong for them.” BETH EBATARINJA

Ayeye Ileme Mapeke SHARING OUR STORY

This year we presented papers at three conferences: “I went to Canada as a First Nations person of Australia because I have been working in education for a long • Akaltyirreme nthenhele apeke – Learning is time and I have always been passionate about the Everywhere, presented by Felicity Hayes and Mel education, health and wellbeing of our children. This Kean at the World Indigenous Peoples Conference trip was my first time overseas, but I felt that I was on Education (WIPCE) in Canada ready and confident to share the work that we have • ‘You’ve got to listen to us; our voice’: Privileging been doing in Alice Springs with Ampe-kehne Ahelhe Arrernte language and culture in Early Childhood, with other First Nations peoples of the world. presented by Felicity Hayes, Lorrayne Gorey, I was inspired by other First Nations people who Veronica Turner and Bethan Rees at the had similar ways of teaching to us. I learnt that other Secretariat of National Aboriginal and Islander First Nations people have the same problems with Child Care (SNAICC) Conference in Canberra. health, with children being taken away, children in the • Anwernenhe anteme iwerre anthaye ampe akweke criminal justice system, suicide risks and with children anwerne-kenhe areyeke - Backing Aboriginal not going to school because the school system is People to lead the way in the Early Years, presented not working for them. We saw people talking about by Felicity Hayes, Lorrayne Gorey, Veronica Turner, how their communities were trying to find solutions Bethan Rees and Mel Kean at the Little People Big for their families, like we are here. We came back Dreams, Children’s Learning & knowing that we are part of a bigger movement – Development Conference in Darwin. We presented an international movement. We can all share our for one and a half hours. This was a really great knowledge and fight for the right to teach our children achievement for all of us. our way; with all the knowledge that has been handed down to us and taught for generations and generations by our great leaders – all our elders and ancestors.” FELICITY HAYES, SENIOR ARRERNTE EDUCATOR

26 27 Mpweringke Anapipe Arenye Ampe Mape

Ellarisha Anna Marie Catherine Rekiah Thomasina Winston

Cletus Anastacia Mathalias Frankie Montannah Aleyah

Mykel Kelsey Mekiah Telira Talina Dominic

Justin Nigella Andre Darius Tyrell Stephen

Aaliyah Camisha Kyesha Shanti Trey Jaybon

Danny Mathias Jayla Jasmine Kelvin Jr Mikey

Logan Natasha Laykin Shahana Camille

28 29 Akaltye-irreme Apmerele: Mpweringke Anapipe LEARNING ON COUNTRY: MPWERINGKE ANAPIPE

Seraiya uthene kake ikwerenhe Antonio uthene terrurenge arrkene-irreme. Seraiya and her big brother Antonio are playing with music sticks their Nannas made.

Ampe urreye akweke mape akaltye irreme ltharteke untetyeke. All the boys are learning to dance.

Dominic-ele utnerrenge mpwareme aperleye ikwerenhe Lowlee arle areke irrperle. Dominic is mixing utnerrenge (bush medicine) after watching his Nanna Lowlee. Alexis-ele ingwerrpeke areme. Nhenhe anwerne tnerne-irreme arne arelhe Peltharre atherrenge. Alexis is looking for snotty-gobbles Ampe mapeke arnwerne ayeye ileke itne akaltye irretyenhenge ayeye (bush berries). altyerrenge arelhe Peltharre atherre akerte. Here we are standing with the two Peltharre women trees. We told the kids this story about their ancestors so they can become knowledgeable.

Kelsey akaltye-irreme arne mpwaretyeke ahelhenge ntyele. Kelsey is making Kieren-ele Ellarisha-ke ampe ikwerenhe imerneme nthakenhe re tea mpwaretyeke. things from the ground - painting with sand & making things with clay. Kieren is showing his daughter Ellarisha how to make tea. Akweke mape akaltye-irreme ulpe mpwaretyeke. The little ones are learning how to mix ochre.

Marle akweke mape anthepe-irretyeke akaltye-irreme. The young girls are Ali-ele ampe mapeke ayeye ileme. learning Arrernte dance. Anwerne alewatyerreke areme arne kweneke. Ali telling a story for the kids. We are trying to get the goanna out of the branches.

30 31 Irrkerlantye Arenye Ampe Mape

Seymour Sharmarnie Lakaylah Shontara Lilliana Shania C

Hishiana Taylum Josephine Rodney Teal Talhia

Shania M Warren Serelle Richard Adrian Karen

32 33 Akaltye-irreme Apmerele: Irrkerlantye LEARNING ON COUNTRY: IRRKERLANTYE

“Nhenhe areye merne atwakeye mape.” “Look at all the bush oranges.”

“Ampe nhenhe areyele thipe irrkerlantye alkereke-areme.” “Look up there at the bird in the sky.” “Our kids are learning on country, growing up proud and strong.” ANGELINA HAYES, ARRERNTE EARLY YEARS SUPPORT WORKER AND EDUCATOR

Anwerne alhme unthetyeke merne putye arenyeke ante tyapeke. Looking for witchetty grubs on country at Mt Undoolya.

Nhenhe atnyeneme arrutnenge mape Lilly ante Shontara. Lilly and Shontara holding bush passionfruit.

Nhenhe ayeye ileme ampe akweke mapeke. 34 Reading to the children. 35 Yarrenyty Arltere Ketyeye

Anton Gertrude Shashana Lounisha Keliesha Kaylahni Clarice Brodie Denisha Jayron Constance Jazelle

Zena Jerone Leandro Shayla Irick Jacob Edwina Shequoiya Demetrius Daylam Kileera Alea

Rhonda Ginara Alyssa James Nevaeh Aaron

These are the places we have visited for our Learning on Country sessions this year

Families from Yarrenyty Arltere primarily speak Western Arrernte and . In the spirit of respecting the language of all our families, we have included some Luritja text in the following pages.

36 37 Nintirringanyi Ngurratja: Yarrenyty Arltere LEARNING ON COUNTRY: YARRENYTY ARLTERE

Ngayulu nintini ngyuku untalpaant tjitjitjutaku nyangatja ngayku walktja tjuta irriti wiyarringu. Dulcie is telling her daughter about family and country, so she can tell her children.

Roxannanya iti palumpa kapingka tjurrpinyi ilurrla. Roxanne and her little one are swimming in the water.

Nyangatja kwala kalala ngaranyi tjitji tjuta. Kids are at Kwala Kwala. Tjitji tjuta nintirringayi mayi kika palyanyaku. Kids are pretending to make cakes 38 39 “Ngayulu pulkarringu nqayuku kamiku nintinu yaltji yaltji mayi putjitja tjuta warungka kutjarra ngalkuni mayi untunga maku yalka munu mirritjina tjuta palyantaku.” ROXANNE SHARP

“When I was growing up I learnt how to find bush tucker like witchetty grubs and bush onions. We learnt how to cook with fire and which bush medicine to find to heal mob. This is what I want my kids to learn. It makes kids strong.” 40 41 Walk With Us

Kele Mwerre Ampe-kenhe Ahelhe came to life Johnson Family of Companies, We invite new people to come and because of the generosity and Igniting Change, Limb Family take this journey with us, walk with leadership of philanthropy. Foundation, Ryan Cooper Family us and join our family. Foundation, Ramses Foundation, Our very first investors – our Partners Beverley Jackson Foundation, the Angels – were Claire Brunner and Akeyulerre Bonnici Family, the Rogers Family, her mother, Jasmine Brunner. They Arrernte Language Centre Sydney Myer Fund, Jessie Street gave us some money for Alice Batchelor Institute Trust, Australian Communities Springs. We were able to look after Foundation, The Duggan Supporters that money until we were ready. Foundation, The Angel Fund and Project 1 Million Now look at where we have come. the JB Davros Family Foundation Youthworx We want to recognise Claire here and other wonderful individuals Kogo and we pay our respects to her and and families Deborah Wilson her family as she has now passed Louise Dorrat away. We wish she could have seen These people and organisations Helen Miller what we have built at Ampe-kenhe have backed us, they have believed Paul and Jane Hallam Ahelhe with her generous support. in us and now, together we are leading the way. Friends Apmere Angkentye-kenhe, For the last year and a half we have KIDS the film, Rachel Edwardson, existed because of the innovation We have waited for Government Jan Owen, Dave Nixon, Damien of philanthropy, a donation from support for so long; for them to Williams (for his shout outs), Centrecorp, community support, believe that First Nations people Pat Cash, Black Rock Band, our volunteers and our partners. can actually do this. We’ve shown Yarrenyty Arltere Artists, Mike Our philanthropic supporters the power of the people through Bowden, David Woods, Rod Moss who have made Ampe-kenhe Ampe-kenhe Ahelhe. We are just Ahelhe possible are: the Brunner at the beginning. More families family, PMF, Third Link, English want to be involved and we need Family Foundation, Johnson & to keep building our funding so we can do this important work. 42 43 Ampe-kenhe Ahelhe Staff

Alison Amanda Angelina Anna Maria Ash Beth

Bethan Blanche Cathy Crissy Dulcie Felicity

Fiona Helen Jane Leonie P Leonie S Lorrayne

Marita Marlene Maureen Mel MK Noreen

Roxanne Sam Miss Scobie Selina Shirley Therese

Ursula Veronica Yvette

Mparntwe 5 Bloomfield St, Alice Springs Thank you to our Volunteers PO Box 140 | Alice Springs, NT 0871 +61 (0)417 257 198 Melbourne 2/10 Hoddle St | Abbotsford | VIC | 3067 +61 (0)447 903 084 Email [email protected] Visit childrensground.org.au Donate childrensground.org.au/donations Edie Patch Ruby Stef facebook.com/childrensgroundaus ...and everyone who has given their time and skills to walk with us on this journey so far. instagram.com/childrensground twitter.com/ChildrensGround 44 45 “Lyete kwenhe, arrangkwe anteme tyerrtye mape nhenge apmerele anerlte anetyeke. Anwernenhe awerraye, angkentye anwerne kenhe anwerne angkeme arle. Anwerne akaltyele antherlt aneme apmere-nge, aw, akethe arrpenhenge arlke. Ampe mape akaltyele anthetyeke ayeye arrekwerlyne, ante ilnekenhe culture-ke. Itne iterrke akwete amangketyenhenge. Education system nhenhe uthene, culture uthene apurteke akwete akaltye irretyeke. Lyete anteme, anwerne arne ngkerneme fruit mape arlke akerte. Anwerne ingkerrekele apurtele mpwaretyeke.” INGKERREKELE ARNTARNTE-AREME AMPE-KENHE AHELHE

“No more sitting back. We want people to listen to us, our voices. In our society, learning takes place anywhere and anytime we are on country. We want to teach kids their history as well as their culture; we want them to grow up with a strong identity. We want an education system for kids that is culturally appropriate. Now we are growing the fruit. We are the ones that need to make it happen. Kele.” CHILDREN’S GROUND CENTRAL AUSTRALIA GOVERNANCE COMMITTEE 46