Annual Report 2020 Vision Our Academy and communities will work together to make our children strong in both Bininj (Indigenous)

This annual report and Balanda (non- was compiled by Georgia Vallance for Nawarddeken Academy Limited. Unless otherwise Indigenous) learning, stated, all photographs are copyright of Nawarddeken Academy or Warddeken Land so that when they Management. Special thanks to Nawarddeken from across the Warddeken Indigenous leave the Academy, Protected Area for permission to use their images and images of they have the their clan estates.

Our Logo The Nawarddeken knowledge, skills Academy logo depicts

NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN a hunter spearing barrk REPORT ANNUAL (black wallaroo) painted by Warddeken founder and confidence that and patron, Bardayal Lofty Nadjamerrek OAM (1926 -2009). Painted by Bardayal as a gift for his they need to make grandchildren in 2003, the original white ochre image can be seen on an escarpment wall two Front cover: Kerrida good life choices. Namarnyilk enjoys a kilometres to the south swim during a learning west of Kabulwarnamyo. on country trip. It is the last known piece Left page: Richard Nadjamerrek at the of rock art completed in important rock art Australia. and occupation site WARDDEKEN COMMUNITIES Kundjorlomdjorlom. We are teaching young people about the walking routes, Contents the place names, experiences with the 04 The Nawarddeken Academy Story country. And then 06 Objectives & Guiding Principles they in turn follow 10 Board of Directors this way. This is not 15 Chairperson’s Report a new thing. It’s just 16 Executive Officers’s Report what our old people 18 Governance before us taught us. 22 Committees 24 Our People Professor Mary Kalkiwarra NADJAMERREK 28 Parents & Community 32 Teaching & Learning 44 Indigenous Language & Culture 54 Planning, Evaluation & Self-Assessment 58 Facilities & Resources 60 Karrkad Kanjdji Trust Report 62 Financial Report NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN REPORT ANNUAL

1 2 NAWARDDEKEN ACADEMY 3 ANNUAL REPORT The Nawarddeken Academy Story

Bardayal, along with his wife Mary Kalkiwarra In 2017, Nawarddeken Academy Limited was The idea of a learning and their children, grandchildren and other registered as a wholly owned subsidiary of place for the children of families from across the plateau established WLML and a Board of Directors was instated. a life on country. Deeply committed to caring In December 2018, we gained Independent Kabulwarnamyo began for the kuwarddewardde, Bardayal and his School Registration, which commenced supporters established a ranger program in January 2019. Registration provides for back in 2002, when at Kabulwarnamyo, which evolved into recurrent government funding that will secure the eminent professor Warddeken Land Management Limited. the financial future of the Academy and, more importantly, provide Kabulwarnamyo students Working with neighbours and partners, the with the education they deserve. Bardayal Lofty Warddeken ranger program established the Nadjamerrek OAM world’s first customary fire and greenhouse The Academy at Kabulwarnamyo is both a gas abatement program – the West Arnhem deep source of pride and a critical piece of (pictured right) led a Land Fire Abatement (WALFA) Agreement. socioeconomic infrastructure. Since 2015, Ever since, income generated through WALFA NAL has employed 103 people, 82 of whom return of Nawarddeken has supported Nawarddeken Traditional are Indigenous. In addition to recurrent Traditional Owners Owners to live and work on country. government funding, the Academy continues to have the financial and logistical support of For some years, rangers and their families to his country at both WLML and KKT. lobbied for education to be delivered on Mankungdjang on country so they would not have to leave Our children are now receiving a first- their children with family in larger towns. rate education on country. Our bicultural the Mok clan estate, Elders and parents dreamed of bicultural education approach engages Indigenous education to make their children strong in leaders, rangers and skilled teachers. The despite the fact that two worlds – Bininj (indigenous) and Balanda future of Nawarddeken depends on our government funding (non-indigenous). children learning to live, work, and thrive within two knowledge systems, and the This dream was realised in 2015 when, with NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN was no longer available Nawardddeken Academy is playing a critical REPORT ANNUAL the generous support of the Karrkad Kanjdji role in securing this future. 4 to establish homeland Trust (KKT) and Gunbalanya School, the 5 Nawarddeken Academy was established at communities. Kabulwarnamyo. The following year, at the request of community elders and mothers of young children, an Early Learning Program for 0-4 year old children was established, which also provides valuable training and part-time employment opportunities for young mothers.

Previous Page: Happy campers! Some of the attendees at the Barradj Culture Camp. Objectives & Guiding Principles In late 2014, community members and elders sat down to talk about what they wanted a school to deliver for the young people of the stone country, and the unique opportunities establishing a school on-country presented. These conversations, along with community consultations and workshops, led to the development of Objectives and Guiding NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN REPORT ANNUAL

6 Principles that reflect the 7 aspirations of Nawarddeken Traditional Owners. They provide a clear foundation for what the Nawarddeken Right Page: Proud father Zacharia Namarnyilk looks on at son Bundi on a visit to Academy will achieve. an important rock art gallery. Objectives & Guiding Principles Objectives Guiding Principles

• Support the social, cultural, • Respect, and the ability to emotional and physical integrate customary modes wellbeing of every child of learning guided by our • Promote intergenerational old people with a ‘western’ education where families educational curriculum. and communities share • Facilitate a unique curriculum learning experiences based on our land, language to conserve indigenous and culture, using formal and knowledge and languages. informal teaching and learning • Empower young people to approaches; emphasising be strong and confident mental and physical health, in western and Indigenous while cultivating individual knowledge systems. and collective respect and responsibility. • Preserve Nawarddeken languages and culture • Incorporate flexibility, through bilingual and enabling continuous bicultural experiential improvement and positive learning. responses to changing circumstances. • Develop clear pathways for young Indigenous people • Access all available of west Arnhem Land that technology to overcome match their aspirations the disadvantage of our and the aspirations of geographical remoteness, their families. and to ensure our resilience. • Recruit, support and retain high quality staff underpinned by strong leadership and competent governance. NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN REPORT ANNUAL

8 9

Left Page: Natasha Yibarbuk’s poster about respect. Board of Directors

Dean Yibarbuk is a Naomi Nadjamerrek is Leonie Jones has 40 years Kenneth Mangiru is a Conrad Maralngurra is a Margie Moroney has an Traditional Owner of a proud Mok woman - a experience working in the Traditional Owner of Traditional Owner of the impressive resume as a Djinkarr, near Maningrida Traditional Owner of area of Aboriginal education the Kudjumarndi estate Kudjekbinj estate and global finance industry and of Yanjkobarnem in the Mankungdjang estate, in the NT. Leonie runs an and lives in Gunbalanya. lives in Mamardawerre, professional. She specialised Kenneth speaks Kunwinjku a homeland community in corporate advisory Warddeken IPA. Dean was where the Academy is educational consultancy, and English, and is in the Warddeken IPA. work in the agribusiness a driving force behind the situated. She is also a proud providing mentoring and mother to Delsanto, who is training for school principals well respected for his Conrad speaks Kunwinjku, sector consulting to development of the Djelk a student at the Academy. and support for Aboriginal cultural knowledge. He Maung, Yulngu Matha organisations, government, Rangers and establishment Naomi worked for many students. With eight years is an experienced board and English. He plays the semigovernment bodies, of WLML. He is currently years as a Warddeken living and working out member, and has been didjeridoo and guitar. and statutory marketing chairperson of NAL, WLML ranger and in 2017 started bush, she understands the a director of Warddeken Conrad has worked as authorities. She is a past and a director of ALFA (NT) work as an educator at unique challenges and Land Management an Assistant Teacher member of international Ltd, three not-for-profit Nawarddeken Academy. opportunities faced by Limited since 2008. He at Gunbalanya School, boards and investment organisations established to Academy staff and students. currently works with servicing outstation funds, and was the inaugural support a movement back Njanjma Rangers as part schools, and has three Chair of the CSIRO Textile, to country linked to critical of a team responsible for years Norforce training, Clothing and Footwear conservation issues. environmental and cultural including reconnaissance, Sector Advisory Committee. heritage protection combat and first aid. NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN and conservation land REPORT ANNUAL 10 management. 11 Board Of Directors

Reverend Lois Serina Namarnyilk resides Richard Tudor has Nadjamerrek is a in Kabulwarnamyo and is been a school principal Traditional Owner of the a djungkay (ceremonial in Melbourne for 23 Mok clan estate, Minister manager) for Mok estate. years, including 15 years at the Emmanuel Anglican She speaks Kunwinjku at Trinity Grammar Church in Gunbalanya, and English. Serina is a School, Kew. Richard is a and member of the member of the Aboriginal Victorian Registration and Australian Institute of Research Practitioners Qualifications Authority Company Directors. She is Network, facilitating board member and is a pillar of the Gunbalanya research regarding passionate about Indigenous community and often the Indigenous education students receiving the best first port of call for those pathways, and providing possible education in safe experiencing difficulties. strong advocacy for and culturally enriching Lois is passionate about learning on country. She is environments. In 2016 he providing a safe and strong employed as a Warddeken founded the Melbourne community for families at ranger, and assists in Indigenous Transition School. Kabulwarnamyo. the development and implementation of the NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN REPORT ANNUAL ILC program. 12 13

Right Page: Reggina Namarnyilk at the Kabulwarnamyo spring during a COVID-19 learning session. Chairperson’s Report

There is no doubt that 2020 was a For me, as Chairperson and as a father challenging year for all of us; here in myself, one of my biggest sources of west Arnhem Land, across Australia pride is witnessing our Nawarddeken and around the globe. The effects of wurdurd become more confident in their COVID-19 were felt across all of our cultural identities. Young girls and boys communities. For Nawarddeken Academy are getting the chance to connect with it meant a year with more than its fair their country in a really meaningful way share of uncertainty, and increased because of our school. movement of families. Some families It is our hope that very soon we will be with members with health issues decided able to help our families at Manmoyi to move to a larger town to be a near a and Mamardawerre achieve their dream clinic during the pandemic, and this had of also being able to offer full-time an effect on Academy attendance. Other education to their wurdurd on country. impacts we did not predict, such as a NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN tragic backlog of funerals stretching back REPORT ANNUAL 14 to 2019, that meant the last five months 15 of the year were filled with back-to- back funerals and an extended period of mourning for many of our families.

Despite this, there was still a lot to Dean Yibarbuk celebrate in 2020. Many of our students are making leaps and bounds in their education, particularly in literacy. We continue to work collaboratively with our families and elders to offer wurdurd (children) an engaging and exciting range Left Page: Dean’s youngest daughter Natasha Yibarbuk, who became the leading of experiential learning opportunities. force in developing digital knowlege apps. Executive Officer’s Report

The Nawarddeken Academy has now been of the Academy’s curriculum, providing providing full-time education to children at a structure for linking the Australian Kabulwarnamyo for five and a half years, with and NT Indigenous Language and 2020 being our second year operating as a Cultural curriculums with the local Registered Independent School. We remain seasons and environment. incredibly proud of these achievements. Contextualising western knowledge learning The COVID-19 pandemic presented some with the intricate on country seasonal significant challenges for us all this year; changes, not only makes learning more fortunately the impacts on the Academy meaningful but, also creates opportunities were not too severe. We were able to for students to learn alongside elders and continue delivering education with minimal rangers, recognising the Kuwarddewardde disruption and also make great progress on: as our local library and university. • much needed infrastructure upgrades. We continue to extend our deepest thanks to Warddeken Land Management and the • supporting Manmoyi and Mamardawerre Karrkad Kanjdji Trust for their continued communities to achieve their aspirations support, particularly throughout this for full-time, on country provision of

NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN challenging year. We also extend our REPORT ANNUAL education for their children. gratitude to the incredible Traditional 16 • building the foundation for Owners, rangers, educators and families 17 our curriculum. who continue to encourage us to remain For many years, Traditional owners, elders, faithful to achieving and building on the and rangers, have expressed their desire to dream of the visionary leader, Bardayal Lofty have a seasonal calendar resource for the Nadjamerrek, of Bininj living, learning and Warddeken region. This year, we continued thriving on their country. work on capturing the deep, yet fragile, traditional ecological and cultural knowledge of the local seasons and environment.

Once complete, in mid-2021, the Kuwarddewardde Malkno (Stone Country Right Page: Stewart Pamkal Seasonal Calendar) will form the epicentre Olga Scholes during a pottery workshop. Governance

Nawarddeken Academy Independent School Limited Registration The Nawarddeken Academy Limited In January 2019, Nawarddeken Academy (NAL) was registered as a public company began operating as a Registered limited by guarantee in August 2017. In Independent School. This registration November that year, NAL was registered offered us the freedom to further tailor with the Australian Charities and Not-for- school operations to the needs of the profit Commission (ACNC). The board is community, as well as securing ongoing comprised of four Warddeken directors, funding to support our operation. two Parent directors and four Recruited The approval of a new Independent, directors. All members of the NAL board community-led school demonstrated of directors are listed with the ACNC. the NT Government’s commitment to supporting the Education Department’s In 2020, the board met three times. Due Strategic Plan and the Indigenous to the inclusion of Kabulwarnamyo in the Education Strategy, by ensuring students Arnhem biosecurity zone, one meeting in one of the most remote parts of the was held via Zoom. Northern Territory have access to full- time education. NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN REPORT ANNUAL

18 19

Right Page: Tyson Nabulwad hangs out near a billabong during a learning on country lesson. Photo courtesy of Rowand Taylor. Governance

Manmoyi and Mamardawerre schools Since 2015, Manmoyi and Mamardawerre Use Agreements (ALUA) for the purpose communities have observed and expressed of the establishment and operation of a keen interest in the establishment of the Independent schools at the respective sites. Academy and the process of independent During 2020, these consultations occurred, school registration. These communities are with both communities expressing support currently serviced by Gunbalanya School, for the agreements. The Manmoyi Section and in recent years, students residing there 19 ALUA has been formally endorsed by the have had intermittent access to a qualified NLC Executive and the Land Trust, while teacher. Understandably, families want their the Mamardawerre ALUA requires another children to have the opportunity to access meeting prior to endorsement, which will be full-time schooling while living on country. held in 2021. In 2018, Traditional Owners, elders, Next year, at the request of Manmoyi and community members and families from Mamardawerre Traditional Owners, elders Manmoyi and Mamardawerre formally and community members, the Academy requested Nawarddeken Academy’s intends to submit applications for the assistance in exploring options for the registration of two independent schools at provision of full-time, on country education. the respective communities. If successful, Subsequently, this became a directive of the Academy will also work with the NT the Nawarddeken Academy board, who Department of Education to explore unanimously supported the aspirations of the possibility of using the pre-existing these communities to access quality, full- infrastructure for the purposes of education. time education for their children. After numerous meetings and independent consultations, both Manmoyi and NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN Mamardawerre also requested the REPORT ANNUAL 20 Academy engage the Northern Land 21 Council (NLC) and submit Expressions of Interest for Section 19 Aboriginal Land

Right Page: Senior Bordoh Traditional Owner Ross Guymala looks forward to the day that his daughter Rosanna will be able to access full-time education on her country at Manmoyi. Photo courtesy of Rowand Taylor. Committees To ensure that the voices of parents and the local community are front and centre in the Academy’s operations, there is strong Bininj representation on all NAL committees, as well as on the board of directors.

Advisory Committee to the Indigenous Language and Nawarddeken Academy (ACNA) Culture (ILC) Committee All parents and guardians of students The purpose of the ILC Committee is attending the Academy and residents of to advise the Academy on the content, Kabulwarnamyo are eligible members of the development and implementation of ACNA. The committee meets twice per term. our ILC program. In acknowledgment The purpose of the ACNA is to: of the variety and depth of customary language, skills and cultural knowledge • Discuss the curriculum; within the Kabulwarnamyo community • Discuss events and operational matters; and the wider Warddeken IPA, the • Identify opportunities for culturally committee has a flexible membership appropriate training; made up of elders, rangers, parents, • Provide non-binding advice to the Board; families and community members. • Elect two members to the Board. Audit and Finance Committee Two parent directors were elected by the ACNA to sit on the Nawarddeken Following Independent School Board in 2020-2021. They were: Frederick Registration, the board endorsed Nadjamerrek, and Faith Nadjamerrek. the creation of the Audit and Finance Committee (AFC) including four directors and three non-voting staff. The Committee met once in 2020, providing financial oversight and advice to the Board, as follows: NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN REPORT ANNUAL • Monitor cash flow; 22 23 • Review budgets for 2020 and 2021; • Review and update finance policies; • Ensure all financial reporting and statutory requirements are met.

Left Page: Delsanto looks for man-dem (waterlily corms) with his grandmother Jenny, Liza and early learner Nicholas. Our People Academy Staff Our team of highly experienced remote teaching staff includes two permanent full-time teachers, one part-time Executive Officer and six casual Bininj assistant teachers. Assistant teachers translate curriculum content and concepts into Kunwinjku. In 2020, 57 Bininj with kinship connections to students worked as casual educators or support staff. Teachers Julie Fraser and Amber Executive Officer (0.7 FTE) Senior Teacher (1.0 FTE) Classroom Teacher (1.0 FTE) Olga Scholes an experienced Julie Fraser believes it Amber Whittaker has Whittaker continued their teacher and administrator in is vitally important for taught at schools in Murray NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN urban and remote education children to learn from Bridge and Strathalbyn in REPORT ANNUAL 24 journey with Nawarddeken settings. In 2004, Olga elders and parents on South Australia. She has 25 was part of a team who country. She has worked as lived and worked with established the NT Certificate a teacher in Ramingining, Bininj, Anangu and Yolngu Academy this year, working of Education on country in Maningrida, Gapuwiyak, communities, including Maningrida. She represented Areyonga (Central Australia), communities in Adelaide, remote NT educators at the Woorabinda (Central Kakadu and East Arnhem closely with Kabulwaranmyo Australian Education Union Queensland) and Darwin. Land. She enjoys teaching NT (2004-2010) and helped She was a teacher/linguist and learning alongside local implement the Let’s Start in Maningrida for three cultural experts, rangers years and supported and specialist programs to families and the broader Parent Child Program with development of the develop Bininj knowledge in the Menzies School of Health Ndjebbana ILC program. the classroom. Nawarddeken Community. Research (2014-2016). Academy Staff

Assistant Teachers (casual) Parent and family participants (casual)

Christine Alangale Terrah Guymala Freddy Nadjamerrek Priscilla Badari Devita Hodgson Jenny Nadjamerrek Sylvia Badari Kamahl Hunter Keith Nadjamerrek Vietta Bangarr Mary Kalkiwarra Lois Nadjamerrek Sarah Billis Nadjamerrek Roy Nagurrgurrba Delvina Boko Fiona Lawrence Alexandria Namarnyilk Hagar Nadjamerrek Conrad Maralangurra Emma Namarnyilk Jean Burrunali Lorina Maralngurra Lorraine Namarnyilk Antonia Djandjomerr Elizabeth Nabarlambarl Wendy Namarnyilk Esau Djandjomerr Sertita Naborlhborlh Rhonda Nadjamerrek is Serina Namarnyilk resides Mary Kalkiwarra Keina Djandjomerr Lorna Nabulwad Zacharia Namarnyilk a Mok Traditional Owner in Kabulwarnamyo and Nadjamerrek is is a senior Jonathan Djogiba Rosemary Nabulwad Merril Namundja who has been working at speaks Kunwinjku and Nawarddeken woman, Bernadette Dooley Suzannah Nabulwad Tinnesha Narrorrga the Academy since 2015, English. Serina is a member respected elder and one Gillian Galaminda Donna Nadjamerrek Connie Nayinggul supporting the learning of the Aboriginal Research of the only people still Tana Girrabul Drusilla Nadjamerrek Bradley Wesley of the younger students Practitioners Network, alive who grew up walking Tasma Guymala Faith Nadjamerrek Bernadette Yibarbuk in English and learning facilitating research the stone country with her on country program. This regarding Indigenous family. We are incredibly year, Rhonda retired from education pathways, and lucky to have Mary working the Academy to care full- providing strong advocacy with us as a cultural advisor Early Learning Educators (casual) time for her mother Mary. for learning on country. She and teacher. Christella Namundja We thank Rhonda for her is currently employed as Eliza Nawirridj years of commitment to a Warddeken ranger, and Jeraiah Guymala the Academy. assists in the development and implementation of the . ILC program.

Tahnee Nabulwad joined Dean Yibarbuk is a Naomi Nadjamerrek started the Nawarddeken Academy Traditional Owner of working at Nawarddeken this year, supporting Yanjkobarnem in the Academy in 2018, and is Warddeken IPA. Dean was fantastic at running small

NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN bilingual learning through REPORT ANNUAL one-on-one tuition and a driving force behind the groups and supporting 26 small group work. She also establishment of WLML. students in their learning. 27 works with the Warddeken In 2020, Dean was the Naomi has one son who chairperson of NAL. He is attends the Academy and rangers, where she has currently chair of WLML, she speaks Kunwinjku been since graduating Year co-chair of Karrkad Kanjdji as her first language. 12 in 2016. Tahnee loves Trust and a director of Prior to working at the both her jobs and is keen ALFA (NT) Ltd, three not- Academy, Naomi worked for to develop herself further for-profits supporting Warddeken in the office. in these roles. critical Indigenous conservation issues. Parents & Community

COVID-19 New School Calendar School Assemblies Newsletters Barradj Culture Camp Campfire Learning In Kabulwarnamyo, regular 2020 was our first year Assemblies at the We continued to publish The Barradj cultural camp in Educators continued community meetings were operating under the new Academy were held two newsletters per July was an opportunity to working with the held where information school calendar, which regularly throughout term. The newsletters reconnect with country as 15 community to run campfire and updates about the was selected by the ACNA the year, providing an are filled with photos Nawarddeken students, 39 learning nights. These spread and prevention of in 2019. Previously our opportunity to share news and stories of events, rangers and 5 support staff, evening learning sessions coronavirus in Australia calendar was aligned to and celebrate student programs and student travelled to Barradj in the provide the opportunity and the Northern Territory the Gunbalanya School achievements with parents learning. Newsletters are south of the Warddeken IPA for elders and community

NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN were shared in both calendar, which was not and the whole community. a great way to share news for a week of camping and members to share stories REPORT ANNUAL Kunwinjku and English. optimal as this calendar Students help plan and with students’ family and learning on country. Students with students, to help 28 Students learnt about social started much earlier than present at assemblies, the broader Warddeken had the opportunity to them connect with culture 29 distancing, hand washing all other schools around sharing stories about their community. Newsletters learn on country, connecting and build a positive sense and preventing the spread Australia. Implementing work. This has helped cover topics such as: Bininj science, balanda of self and belonging. of germs at school and a school calendar that is students build confidence student learning and science and geography to Countless generations of teachers prepared remote designed by the community, in public speaking and achievement, community their experiences within Nawarddeken children learning packs that were on for the community, has develop a sense of pride events, ranger work, the Barradj area. The have sat by the warmth of standby in the event of the made a difference to student in their achievements. important announcements cultural and ecological a campfire watching the school requiring closure. numbers in term one, and dates. We have conservation activities flames dance and flicker, resulting in higher average received a lot of students participated in on listening to the wisdom of weekly attendance than in positive feedback from the camp were followed up their families and elders. previous years. the community. with further learning in the It has been wonderful to classroom in term three. continue this tradition. parents & community

Playground Creative Arts School Banner In late 2019, community Workshops Students worked together members and students An exciting fortnight of to plan a banner to share were involved in planning creative art workshops was our school values. Students brainstormed designs and concept design for the held in term one, focusing inspired by local rock art new school playground. In on incorporating natural resources from country and images that represent 2020, these plans came to in workshops on: batik Nawarddeken Academy fruition. The new play space and life in Kabulwarnamyo. NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN and natural dyes, pit fired REPORT ANNUAL includes: fruit trees with an pottery and jewellery Students also experimented 30 irrigation system, swings making. These were run by with the colours and layout 31 for early learners and older professional artist and arts they would like to use to students, cubby house with facilitator, Sophie Lewis- share this message. Creating fireperson’s pole, slide, look Smith and were open to all the banner involved the wider community, and the out and servery deck and interested daluk (women) banner helped us focus daily Kaldurrk Early Learning in the community, as well as students. The workshops on how we care for others in cubby house with slide. were well attended and led our school and community. to the creation of a range of beautiful creations. Left Page: Naomi Nadjamerrek teaches Richard and Tylar how to make damper. Teaching & Learning

LITERACY GEOGRAPHY SCIENCE Cautionary tales In geography, students explored maps Our science curriculum is closely ‘I can read books, I Students listened to stories from other and map-making, creating maps to integrated with Bininj knowledge. This didn’t read before. Now cultures that teach important lessons. illustrate country and learning correct year we had two major focuses in science: Through storytelling, students explored direction terminology in Kunwinjku weather systems and seasons, and using I can read Dr Seuss!’ themes of honesty, helping others and English. Students used maps of the and preserving freshwater. Students and caring for others. This was a great Warddeken IPA to answer questions explored Kunwinjku seasons and seasons opportunity to use the Kunwinjku Story about the location of cultural sites and elsewhere in Australia and the world, and clan areas. We learnt about the different learned about types of weather expected RICHARD, YEAR 3 Books produced by Nawarddeken Academy in 2018, as many traditional ways rangers use maps for firefighting during each season. We kept records of stories incorporate important lessons and rock art management. Mapping the local weather, with the older students Literacy is one of the foundations about respecting cultural lore and the was integrated with maths, using choosing a capital city elsewhere in of learning at the Academy, ancestor spirits, and the consequences of shapes to represent objects around the Australia to compare with. Students used and many students made great not following these rules. Students wrote community, and using these to create observations and investigations around map legends. Students mapped local clouds, wind and temperature to build progress in their reading and their own stories teaching others the importance of telling the truth. water sources and areas, and created a their knowledge about weather. writing this year. Although the map to show the journey from spring to classroom is bicultural, the focus Biographies tap in Kabulwarnamyo. at the primary level is learning Older students read biographies of to read and write in English. important Australians to learn life lessons Cultural elements are built into through their struggles and achievements. literacy lessons, ensuring that the These included Jandamarra, Cathy Freeman and Eddie Mabo. Students learnt concepts explored in each unit are about the structure of biographies and culturally meaningful to students. recorded information about themselves NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN Some highlights of our bicultural and the people they have been studying. REPORT ANNUAL We also used campfire learning nights as 32 literacy learning were: 33 an opportunity for community elder Mary Poetry and song Kalkiwarra Nadjamerrek to share her life story, as well as the biography of her late Students explored sharing messages husband Bardayal Lofty Nadjamerrek. through poetry and song. We learned about rhythm, rhyme, imagery and the structures of different types of poems. This included traditional cultural songs, such as the morrdjdjanjno (increase song) for emu. Students created their own range of poems and songs, which were shared with family, the community and peers. teaching & learning Senior Bininj shared stories about One of the big themes Ngalyod (rainbow serpents) who live we explored this year in deep pools of water, and yawkyawk (mermaids) who guard and protect was water. Students some rivers. LEARNING HIGHLIGHT: visited different We explored the water journey from freshwater sites around the Kabulwarnamyo spring to get to the taps at the Academy, learning about the the IPA, undertaking new community water infrastructure Water surveys and learning (bore system). Experiments were conducted that about how people, allowed us to explore and learn more animals and plants about rain, the water cycle, ground water Journey and how bores work. Daluk rangers depend on water to also taught students how to use special survive. Students looked equipment to measure water quality. for animals and animal Students recorded their learning around water with photos and videos on iPads tracks around the water, and created maps, models and posters. They shared their learning through identifying them in spoken and written information reports, Kunwinjku and English. recounts, surveys and presentations. NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN REPORT ANNUAL

34 35 teaching & learning

MATHEMATICS HISTORY In term one, we focused on number, place In term three and four we linked maths Our history curriculum includes learning Dating rock art value and measurement, using blocks to our mapping unit in geography, and about Australia and other cultures In term one, the Centre of Excellence and other hands-on strategies to problem explored shapes that represent different however we also focussed on the history for Australian Biodiversity and Heritage solve. Students set up an aquarium for objects around us in the community of our specific part of the world. History (CABAH) visited to train Warddeken fish and freshwater creatures caught at and in ranger work. Using shapes in is a great opportunity for students to senior rangers in rock art dating, through the Kabulwarnamyo spring, for context- the key to represent different places reflect on their long and deep ancestral the sampling of mud dauber wasp nests. based learning about volume and and landmarks on maps. Students used connections to the kuwarddewardde. This Visitors from CABAH came to the Academy capacity. We also learned about telling 2D shapes in mapping, and 3D shapes year some of our history topics included: and, along with the rangers, demonstrated time using clocks and calendars, and to make models of different areas of the specialised rock art work they explored both English and Kunwinjku around Kabulwarnamyo community. Connection to country had been doing. We learned that in words that are used for telling time. Students also learned about data One of our units of history focused on the Australia a particular type of wasp nest through collecting information about Term two saw us turn our attention to connection between people and country, from Arnhem Land makes a very durable the balabbala (traditional dwelling) tents using patterns and algebra to problem with students learning about the clan home that can last for many thousands around Kabulwarnamyo, and which solve, which included creating and groups responsible for different areas of years, and rangers showed how we ones had toilet, bathroom, hot water continuing patterns with movement visited during cultural learning trips, and can find nests ‘under’ or ‘above’ the art that and laundry facilities. For this activity and body percussion and noticing their own relationships to these places dabborrabbolk (old people) used to paint students created tallies and represented patterns when we dance. There were through kinship. Students recorded this on the rocks a long time ago. This means what they found in graphs. lots of practical learning opportunities information, as well as information about that depending on whether the painting is about sorting, ordering, making and the season and what bush food resources ‘above’ or ‘below’ the wasp nest we are able continuing patterns, and how we can were available during this time. We visited to say if the art is older or younger and so make patterns using shapes, colours many different rock art sites, learning give it a maximum and a minimum age. from elders the importance of preserving pictures and numbers. To demonstrate this concept in a them for future generations. meaningful way, the exercise was recreated in the classroom. Students used clay to NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN build mud wasp nests. Then each student REPORT ANNUAL 36 painted their hands like old people used to 37 do and imprinted their kunbidbokno (hand print) over or below the wasp nests several times. Rangers then supported students to recognise whether the kunbidbokno were older or younger than the wasp nest. teaching & learning Accomplished artist Freddy Nadjamerrek Creativity is an integral worked with students to pass down the part of Nawarddeken techniques and traditions of painting that he learned from his father, the culture, and the x-ray late master painter Bardayal Lofty Nadjamerrek OAM. We harvested LEARNING HIGHLIGHT: style paintings and fibre dolobbo (bark) in the wet season when art of the stone country it’s easiest to remove from the tree, and learned how to prepare, flatten and are renowned across clean the dolobbo ready for painting. Australia. We celebrated Over a series of workshops, Freddy Traditional taught students how to prepare manyilk our rich artistic heritage (grass sedge paint brushes) as well how to use red and yellow ochre and through engaging local charcoal to make paint. Students then Painting planned their own traditional style artists to work with artworks, taking inspiration from visits to students and teach them rock art sites during learning on country sessions. These workshops led to the skills and techniques creation of a gallery of fantastic student paintings of local animals and Ngalyod handed down through (the rainbow serpent) as it is depicted at generations. Kundjorlomdjorlom rock art site. NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN REPORT ANNUAL

38 39 teaching & learning

MUSIC COVID-19 Mixed media creative arts workshop the pottery. The fire pit was kept well stoked Our students love music, with many of With the onset of the COVID-19 Students participated in a two-week for five hours and then covered overnight. In their family and community members pandemic, there was an increased creative arts workshop, focusing on the morning students’ artworks were carefully performing traditional music such as song- focus on environmental health and incorporating natural resources from dug up from the ashes. cycles, as well as playing contemporary establishing good personal hygiene music in a number of bands. routines. Students practiced regular country in workshops on batik and natural The batik workshop started off on country hand washing for 20 seconds, coughing dyes, pit fired pottery and jewellery looking for natural dyes, with elders into elbows or tissues, keeping surfaces making. These were run by professional taking us to find windilk seeds (for pink/ STAMP Music clean and learning about what social artist and arts facilitator, Sophie Lewis- purple colour), mandjurndum roots (yellow A music workshop was held in term three distancing means. A sign saying Smith. The workshops were a fantastic colour), wirdilwirdil root (brown colour) and with Pete and Jacob Arthur from STAMP ‘Munguyh yibiddjirridjburren - Wash opportunity for students to explore and manbedde leaves (grey/black colour). After Music. Elders Molly and Mary shared and your hands thoroughly and often!’ and express their creativity using a range of preparing the traditional bush dyes of the recorded traditional songs from their other bilingual information products new mediums. area, we mixed up the dye baths to create a childhood. Students were able to play a range of instruments and learn about the were displayed in the classroom and For pottery workshops, students harvested range of colour samples. Students learned process of recording music. The STAMP around the community. local clay and carefully constructed jugs, about the importance of design: sourcing music workshop was fantastic in guiding mugs, pinch pots, turtles, and an array of inspiration, positive and negative spaces and students through the song writing process. wonderful imaginative vessels and beads how to create a repetitive pattern, looking From collecting ideas, writing lyrics, to use for jewellery making. As we have no at different leaves and planning designs to organising them into chorus and verse, electric kiln, we had to build a bush kiln. create interesting patterns. right through putting the song to music Students prepared an earth oven to pit-fire and recording. The workshop included a campfire learning night, with families singing along together. Community members offered linguistic support to a session dedicated to song writing in

NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN Kunwinjku. Several Kunwinjku songs were REPORT ANNUAL produced during this workshop, as well 40 41 as existing Kunwinjku children’s songs recorded. The end products were fantastic with eight songs recorded, which are now displayed in the classroom, added onto the Tendril App and sung regularly! teaching & learning

KARLDURRK EARLY LEARNING PROGRAM The Kalrldurrk Early Learning Program was established in November 2016 to care for and teach 0-4 year olds in the Kabulwarnamyo community. The community named the program Karldurrk, which means kookaburra in Kunnwinjku, because the children are often laughing loudly. The Early Learning Program is delivered from 8:30am to 11:30am Monday to Friday during school terms and is staffed locally and supported by Nawarddeken’s full time registered teachers. Based on the Families as First Teachers model, the program aims to equip children with the social, cognitive and emotional skills they need to engage in learning. A secondary aim is to increase employment opportunities in Kabulwarnamyo, with the program staffed by a roster of daluk (women) who share responsibility for the planning and

NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN delivery of early learning activities. REPORT ANNUAL

42 During 2020, there were fewer 0-4 year 43 olds residing in the Kabulwarnamyo community as in previous years, due in part to the effects of COVID-19. Six early learners accessed the program in 2020. Among children who attended for sustained periods, we were proud to witness wonderful growth and development in their fine-motor, emotional and thinking skills throughout the year. Christine Alangale watches on while Baby G draws. Indigenous Language & Culture Professor Kodjdjan Language Workshops In term two, with a focus on values and with Steven Bird learning through stories, we were lucky Rangers and community members to be able to closely engage professor developed bilingual confidence and respected elder Mary Kalkiwarra and language learning techniques Nadjamerrek (kodjdjan subsection) to together. Language workshops were share traditional stories, as well as stories facilitated by Professor Steven Bird, from her own life. As one of the last with a focus on the language of remaining people who grew up walking emotions. Around ten people met and camping across the kuwarddewardde, daily to share language and culture every moment spent with Mary is around emotions. There was a focus precious for our students. Mary shared her on strategies to learn language, such knowledge and stories while on country as role play, and literacy in Bininj for cultural learning trips and during Kunwok. We worked together to use campfire learning nights. our learning to create resources for Students heard Mary share stories Tendril. Bininj told stories, mainly including: Ngurrurdu Ngalwurrbban (The about nganabbarru (buffalo) which Greedy Emu), Ngarrbek Dja Ngalmangayi were recorded and transcribed. (The Echidna and The Turtle) and Djabbo These will be illustrated by students Dja Dird (The Quoll and the Moon). Mary and used as a reading resource to also told more personal stories about her talk about the emotion of fear. experiences growing up and how life was different when she was a young person, like our students. After listening to these stories, students explored them further through the production of videos, songs and books. NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN REPORT ANNUAL

44 45 Indigenous Language & Culture calendar is driven by the desire of senior The seasonal calendar knowledge holders and the Warddeken provides an ongoing community to document seasonal-specific knowledge of country, including the foundation for cultural environmental indicators that act as cues for learning at the Academy. bush tucker collection. Elders are passionate LEARNING HIGHLIGHT: about recording and preserving knowledge Our regular bush trips for future generations and feel there is no allow students to time to waste as too many senior knowledge harvest, prepare and holders are passing away. Seasonal The colourful and visually appealing calendar most importantly eat is a powerful and flexible educational tool - bush foods across all the Kuwarddewardde Malkno will initially be presented as a large digitally printed colour Calendar six seasons. Working aluminium poster with a rotating centre face with elders and rangers, but will subsequently be adapted and further enhanced to become an online interactive students learn about learning experience. The launch of the printed what resources are Kuwarddewardde Malkno is expected in June 2021 and it will form the epicentre of the available on country. Nawarddeken Academy’s curriculum. Throughout 2020, students learnt to harvest Professor and elder Mary Kalkiwarra and prepare a range of bush foods, with Nadjamerrek taught a series of lessons on weekly bush trips based on what is happening how to find, collect and cook yams including seasonally. This is centred on a strong badju, karrbilk and manyawak (cheeky yam). foundation of cultural knowledge, including Finding yams, requires students to ‘tune in’ which clan estate we are visiting and how to country as yams grow underground. The each student is connected to that country. way to locate them is by their small leaves, This year, the Academy began the process which grow on vines and to the untrained of formally collating this knowledge to eye are difficult to spot. Yams were a very develop the Kuwarddewardde Malkno (stone important bush food for old people and country seasonal calendar) specific to the are still valued today, so we will continue Warddeken region. The production of the practicing these skills. NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN REPORT ANNUAL

46 47 Indigenous Language & Culture

Tendril Throughout 2020 we have continued “App building is to use Tendril to collate and store information and images collected during the most important cultural learning. Students and teaching staff learned alongside each other, with technology for me to use the aim of creating our own resources to to learn in English and encourage first language literacy skills Kunwinjku, and also for Resources completed or currently under development are: learning about culture Kunmayali App • Kudjewk- Wet season and environment. Throughout 2020 we further developed kind of ‘mini internet’ or intranet for • Songs for wurdurd the community. When the NUC device our Kunwinjku learning app, which the • Kunj-Kangaroo So far, I have made a community decided to name Kunmayali, is installed at Kabulwarnamyo, anyone • Relationships- Kundebi meaning knowledge in Kunwinjku. The with a phone will be able to stream or Kunj (kangaroo) app, • Kunkange-Emotions app helps Academy students, staff and download content directly from the NUC Marlkno (seasons) community members to learn alongside without requiring the internet. We will • Kunwinjku alphabet and sounds each other, with the aim of creating our have two other NUC devices that will be • Camera trapping app and am currently own resources to: encourage pride in installed at Mamardawerre and Manmoyi • Smiling Minds meditation in Kunwinjku working on my kinship language and culture; archive stories; communities once we pilot this one. One of our senior students, Natasha and improve first language literacy skills. Our Kunmayali App will also be available Yibarbuk, picked up the technical side of app. I get information on the Apple Store and Google Play To date, we have created a navigational Tendril very quickly and became the leading for the general public to download and for the apps from my system to categorise the different app builder in Kabulwarnamyo. She was view in 2021. learning areas, and begun adding highly motivated to collect information for parents, grandmothers, NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN REPORT ANNUAL resources as we make them. In 2021 we Professional development on how to her projects not only during school time, and elders like Mary 48 will continue to populate each category make and publish content in the app will but often came to school with notes she 49 with media, including archival and new continue to be provided to teaching staff collected in her spare time, and borrowed Nadjamerrek. I hope stories through text, images, video and throughout 2021. We plan for continued books to research more as homework. audio, a comprehensive Bininj seasonal training of one of our previous senior Natasha collected information from the apps I make help calendar, and games that we build in students Natasha Yibarbuk, who has cultural learning trips, family members and kids want to learn collaboration with linguists. shown a great aptitude for technology community members, as well as worked with and creating content on the app. There specialists to build her knowledge of the and know more about We wanted to ensure the Kunmayali is also a plan for the Academy to further Tendril program. She presented her work App would be accessible to everyone their culture” collaborate with the daluk rangers to on ‘Kudjewk - the rainy season’ to younger in Kabulwarnamyo, and so it was create more content, and to continue students, who especially enjoyed the games configured onto a NUC device - a small learning together on country about old Natasha had included in the app to practise box-shaped computer that works as a ways and new technology. what they had learnt. NATASHA, YEAR 10 Indigenous Language & Culture Barradj Camp In July, students, Warddeken rangers and families made the long journey through four daworro (clan estates) to reach Barradj country, for a very special week of cultural learning on Barradj clan estate in the south of the Warddeken Indigenous Protected Area.

The camp began with a head wetting weaving skills, creating bracelets and ceremony at a spring to welcome new earrings, and learning to collect colour visitors to country and introduce them to for dyeing. ancestor spirits. Everyone was welcomed Barradj is a location where djabbo (quolls) to country by Serina Namarnyik and have been captured by motion sensor year 10 student and landowner Natasha camera traps as part of the Mayh (animal) Yibarbuk, who poured water over each Species Recovery Program. It is also individual’s head and calling out to the home to some previously documented ancestors, asking them to protect the and numerous undocumented rock art person during their time on country. sites. These two important parts of the As an introduction to the camp, we then Warddeken work program were used to listened to ‘Kobahkobanj kabirriwokdi’ teach students about how rangers use - the elders talking. Senior women traditional and western knowledge to discussed the purpose of the camp, the manage country, through some practical importance of two-way education, and activities. Students learnt the process of shared cultural information about place, setting up camera traps under the guidance country and families. of Warddeken ecologist Alys Stevens and experienced ranger Lorraine Namarnyilk. Elders spoke about traditional damper We set up a number of camera traps to made with an-kokbo (cycad nuts), which find out more about the quoll population is highly specialised knowledge in the in the area. kuwarddewardde as cycads only grow in

NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN a small number of very remote locations. There was a lot of excitement as we walked REPORT ANNUAL Women and students travelled to a nearby through an old occupation site, with 50 cycad grove to harvest the nuts and learn students and families pointing out rock 51 about the process of preparing them for art all around us, and older people sharing eating. We were very lucky to be able to stories about living in the kuwarddewardde use a helicopter to bring in some senior before colonisation. elders to share their knowledge and this experience with the students. A weaving session was run by some master weavers, and female students enjoyed sitting with the ladies to practice their NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN REPORT ANNUAL

52 53

Previous page (clockwise from top): Serina Namanyilk welcomes Miles to country; Lackim and a red ochre rock painting of djankerrk (Thylacine); Group photo at an occupation shelter; Artist Sylvia Badari and older daluk students harvest colour for weaving workshops. This page: Dean Yibarbuk with granddaughter Onenita. Opposite page (clockwise from top left): Students walk through savanna woodland; Listening to stories and learning about Barradj country from elders; Mahanna on top of a termite mound; Elders Josie, Mary and Hagar choppered out to the remote campsite; Students practice weaving. Indigenous Language & Culture NGULKEN CAMPING ON COUNTRY

Ngurrimray karrire ngulken karriyoy Kunwinjku Everyone come along, we’re going camping Karribenbukkan wurdurd kunred Song Writing Dabborrabbolk birriyoy We’ll show our children the land Warddeken board members and senior rangers of the Old People Terrah Guymala and Conrad Maralngurra ran a Karribenbukkan kunmayali wurdurd music workshop in term four focused on capturing Yawkyawk dja yawurrinj kunmayali (traditional knowledge) and kunwok (Kunwinjku language) in song. Terrah is the lead We’ll pass on the knowledge to the children, singer of the popular Nabarlek band and Conrad to the young girls and boys an incredible musician. They both brought their Kunred! Kunwardde bim! Kunak! expertise and enthusiasm to the workshop. Country! Rock art! Fire!

Together Terrah and Conrad During the session, recordings were Manme! Delek! Morleh! workshopped a song called ‘Ngulken’, made of the students singing Ngulken, which is about camping and learning and Terrah and Conrad singing the song Bush food! White ochre! Didgeridoo! on country. They ran a fantastic session to teach to others. These recordings and at the school teaching the students the the lyrics were added to the Kunmayali song. This also involved workshopping, app (using tendril) as another resource Kunberlnginj! Karriwayini!! writing and improving the new song. for students of Nawarddeken Academy Clap sticks! Let’s sing!! The students loved learning and singing and will also allow students and families along with Terrah and Conrad. It was to access this song on their own devices exciting to see the importance of once the NUK has been installed. Ngurrimray karrire ngulken karriyoy learning on country shared with younger generation in such a fun and interactive Everyone come along, we’re going camping way. With Terrah hailing from Manmoyi and Conrad from Mamardawerre it was Kunberlnginj dja mako. also an exciting preview into the sharing NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN REPORT ANNUAL of skills and ideas across communities, Ngurrimka karriborrke konda 54 which will be easier to facilitate once 55 Nawarddeken Academy has schools Get the clap sticks and didjeridoo. operating at these communities. Everyone come and dance over here Yirriworrhmen kunak kanberren karriwiyidih karriborke Around the glowing campfire we’re dancing together Planning, Evaluation & Self-Assessment

Nawarddeken Academy Evaluation The Academy’s Business Plan, • Student, staff, parent and community The evaluation of Nawarddeken Academy, • A need for Bininj teachers and parents Strategic Improvement Plan meetings and surveys are conducted being led by Batchelor Institute, has to be engaged at the school a number of uses, but one of the key (SIP) and subsequent Annual • Planning meetings with Warddeken • Bininj language and knowledge are rangers and coordinators benefits is that it provides a basis for the foundations of learning in this Operational Plans (AOP’s) are our ongoing strategic planning. The evaluation homeland context key planning documents, setting • ILC planning with parents, Rangers and is set up to formatively inform the community members • School should prepare young people Academy’s governance and operation. out long and short-term goals. for work on country Our framework of participatory • Curriculum and program planning Over the last 18 months the evaluation team, including community-based • Balanda and Bininj need to work evaluation and self-assessment together to achieve a ‘both ways’ Our 2020 priorities and achievements were: researchers, has interviewed about 50 provides important insight and Warddeken IPA stakeholders (including education • Begin work on the Kuwarddewardde direction in terms of student, school staff, students, elders, parents, • School should prepare young Malkno (Stone Country Seasonal Calendar) rangers and community members) from people with Bininj values to make family and community needs and to support the development of our strong choices. aspirations. Our strategic planning curriculum; Kabulwarnamyo, Manmoyi, Mamardawerre and Gunbalanya to better understand While the above-mentioned evaluation is guided and informed by the • Further develop ILC resources through perceptions about their vision for education findings are aspirational, they company’s objects, vision, values the use of technology making them more through the Academy, what children should confirm what Bininj want from the and guiding principles which guide accessible to Bininj and Balanda; be learning about (curriculum) and specific Academy and are in alignment with • Continue working on the Participatory issues like student mobility and change and inform strategic planning. the company’s, objects, vision, values, Evaluation of the Nawarddeken Academy adaptation. The very strong messages that guiding principles and strategic goals. Within the SIP, the Nawarddeken Academy with Batchelor Institute to inform 2021 have come from the evaluation so far are: The strategic planning implications has identified and endorsed the following strategic planning; that have arisen from the evaluation five main goals to inform strategic planning, • To plan and deliver an interstate school findings will be reported on in 2021 where ‘Kamak Rowk’ means quality in trip to Melbourne (This did not occur due and implemented into the NAL Kunwinjku: to COVID-19). Strategic Plan. 1. Kamak Rowk Start for Kids • Work with Manmoyi and Mamardawerre NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN REPORT ANNUAL 2. Kamak Rowk Teaching and Learning communities alongside the NLC to 56 establish Aboriginal Land Use Agreements 57 3. Kamak Rowk People for the purpose of the establishment and 4. Kamak Rowk Management operation of Independent schools at the 5. Kamak Rowk Partnerships and respective sites. Relationships • Plan for and implement the necessary modifications to Nawarddeken’s At the conclusion and beginning of each Governance and organisational structure year and again at the beginning of each term, to include the operation of two additional planning occurs on various levels and through schools under one governing body. various channels, such as: • Complete infrastructure upgrades and • The AOP is reviewed and updated to build a playground for both Nawarddeken reflect the goals set out in the SIP and Early Learning students. Planning, Evaluation & Self-Assessment ATTENDANCE DATA:

2019 2020 2019 2020

No. of Students No. of Students % Attendance % Attendance

Term 1 22 18 87% 93%

Term 2 26 12 94% 82%

Term 3 23 35 87% 85%

Term 4 16 17 90% 78%

Future Planning: Strategic Improvement Plan Review Cycle Attendance The Nawarddeken Academy’s Business Plan • Provide leadership and governance Academy attendance this year was Attendance strategies were devised and and SIP are due for review and renewal training for the Academy Board and consistently high when children resided with implemented throughout the year, and in 2021. Both planning documents will be the School Council. family at Kabulwarnamyo, with greater than we will continue to work collaboratively confirmed and endorsed at the company’s 80% attendance every term, apart from term • Expand and implement local with community, families and Warddeken board meeting next year. As well as the key 4 2020. However, the impact of COVID-19 on to develop further strategies. At an educational and employment overall student numbers was felt throughout goals identified in the Evaluation above, some ACNA meeting with Traditional Owners, initial long-term priorities, goals and key pathways for secondary aged students. the year, correlating with an overall decrease community members and families in learnings have been identified as foci for the in people residing on homeland communities • Strengthen existing partnerships with late 2020, we discussed some of the next Strategic Improvement Planning cycle: WLML, KKT, AISNT and Tiwi College. during the pandemic. Additionally, the growth of ranger programs at Manmoyi issue affecting attendance and some • The development of a comprehensive • Establish the provision of full- and Mamardawerre, and the subsequent strategies that can be implemented to Curriculum Map based on the Stone time education at Manmoyi and movement of families to access work on their bolster attendance. Some issues that were Country Seasonal Calendar, that values Mamardawerre thorough the own country, continues to impact student discussed include: Indigenous Language and Cultural achievement of Independent numbers at Kabulwarnamyo. This highlights People scattered due to COVID-19. knowledge (NT ILC) and makes strong School Registration. the imperative of establishing Nawarddeken • links to Balanda Learning (Australian Academy campuses at these communities. • Families needing to value Curriculum). • Provide a quality Early Years program in a dedicated Balabbala at Manmoyi COVID-19 impacted student attendance and work and education. • The recruitment of high quality Bininj and Mamardawerre. the general population of Kabulwarnamyo in • Funerals and families not returning and Balanda staff who are flexible a number of ways, including: and responsive to the unique needs • Train staff and students in the proficient with students in appropriate time. use of appropriate technology • Establishment of strict biosecurity of the community with a strong focus • Secure housing for storage on timely and appropriate professional to overcome the disadvantage of zones saw staff members stranded of belongings. development. geographical remoteness. or required to stay in town; • A number of families with family • Food security (shop) and storage members who have health issues left (shipping container and lockers). once learning of restriction of movements between towns and went to Gunbalanya, a larger community with a health clinic; NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN REPORT ANNUAL • At least two families with children 58 attending the Academy had a parent 59 experience flu-like symptoms and left community to access health care; • Some families were able to access superannuation early and used this money to purchase cars, taking them out of the community; • Postponing of funerals until restrictions lifted in August. Sadly, this led to a backlog of funerals, and during terms three and four there were back-to-back funerals held across the region Planning, Evaluation & Self-Assessment

Critical Incidents Health and Wellbeing Professional Learning & Development In July, there was an incident at the Health and wellbeing of the adults and COVID-19 travel restrictions First Aid Nawarddeken Academy where a student children in our communities is a priority, dramatically reduced Rangers, students and community had to be evacuated to RDH due to a and in 2020 we have been working with opportunities for staff to members completed a custom designed medical condition. Staff supported the community, parents and service providers Remote First Aid training course run by student and the family throughout this to focus on better outcomes in this area. undertake professional learning Jodie Ranford, with workshops focused process. Subsequent meetings were We have developed a key relationship and development in 2020. The on real life situations our children might held with directors, staff and the family with Be You (Head Space) educators, following training was held: face living remotely in the bush. Students to ensure that processes, policies and Health Department clinicians and a private from Kabulwarnamyo and Manmoyi learnt support mechanisms continue to be psychologist to support families in need. Bilingual Schools Workshop about what to do if someone is bitten responsive to the health and wellbeing Previous initial linguistic work on the In October, Nawarddeken Teachers by a snake or mouse spider, and made a of all students and staff. language of emotions with Steven Bird was attended a bilingual workshop in Darwin. board game to teach other children about also helpful. However, there is more to be The workshop focused on Curriculum how to quickly and properly respond to done and this will continue to be a focus Planning and Mapping, which is a part snake bites. We also learnt how to bandage in the foreseeable future. of the School Review process. someone if they’ve had an accident and are bleeding a lot. At assembly, students Teachers were provided with updated shared what they had learnt and received training on how to assess the level of certificates for their new, potentially life- student’s English. We learnt how to use saving skills. power point to develop talking books and different ways to make digital resources for learning. Amber gave a presentation on Tendril and how the school is developing it with students and community. We heard presentations from other teaching teams in communities across the Northern Territory, and it was inspiring hearing about

NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN the great work in bilingual schools and the REPORT ANNUAL dedicated teachers and communities. 60 61 Facilities & Resources Nawarddeken Academy got a new look this year, with some major upgrades to our facilities that improved our classroom and made it an even better place to learn.

A qualified builder worked with whilst the playground was landscaped gave ideas about the sort of equipment Warddeken rangers over the 2020 wet to include plenty of food trees and they would like to play on. Plans season holidays to install a wall along an irrigation system. Importantly, a were also discussed with parents and one side of the balabbala, providing balustrade was also installed to prevent community members in ACNA meetings. more protection from the weather wurdurd from falling off the edge of The playground was completed in stages the balabbala. The Daluk Rangers, to school resources. It’s also given us throughout the year. Two cubby houses Nawarddeken students and parents a place to proudly display student were built - for the older students, a worked together to paint the balustrade work and learning materials. Inbuilt multi storey cubby with a serving desk, with colours chosen by parents from cupboards, pigeon holes and lockable fireperson’s pole and slide, while the Early Learning. steel cupboards were also installed to younger students have a smaller cubby provide plenty of extra storage space, Middle School student Elica Djogiba and house with a slide. including additional desk space that community members Esau Djandjomerr In 2021, we have more exciting plans to NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN opened up new areas for students and Fiona Lawrence assisted a builder REPORT ANNUAL improve our learning spaces, including to work independently. The kitchen to complete an Early Learning bike track. 62 for the Academy: log balancing, kunborrk 63 preparation area was also upgraded to They decorated the track with animals, (ceremonial dance) ground, bough include a stove and offer more space tracks and hand and footprints for the shelters and a basketball court. for food preparation and storage. little ones to discover. The Kaldurrk Early Learning Balabbala Community members and students were also recieved an upgrade. A new closely involved in the planning for the kitchen bench, sink and cupboards new school playground. Community were installed. A bathroom with a baby members, teachers and builders worked change area was built out the back together to map out a plan, and students The Karrkad Kanjdji Trust (KKT) is dedicated to supporting Bininj-led (Indigenous-led) land and Karrkad see management across west and central Arnhem Land. Founded by the Warddeken and Djelk (now Kanjdji Bawinanga) ranger programs, our role is to bring together philanthropists and Indigenous ranger Trust groups to fund projects that have a lasting impact for people, country, and culture.

We’re proud to have supported the core operations, KKT can respond to Report Nawarddeken Academy since its inception. additional community priorities. Thanks We strongly believe that access to high to the generosity of our supporters, in quality, bicultural education, on country 2020 KKT funded the first phase of the is fundamental to the success of remote Nawarddeken Indigenous Language and Indigenous ranger groups. Culture Curriculum, the development of a Nawarddeken seasonal calendar, and The Nawarddeken Academy and Early upgrades and further resources for the Learning Program benefits the entire Early Learning Program. community of Kabulwarnamyo. Parents are able to work as rangers and educators, Thank you to each and every KKT supporting the preservation of Nawarddeken supporter. Together we helped make language and culture, and ensuring that this special school a reality and continue the next generation of custodians grow up to support its vision into the future. strong in two knowledge systems – Bininj We’d also like to thank Warddeken Land (Indigenous) and Balanda (non-Indigenous). Management Ltd, and the Nawarddeken Academy (its staff and students) for Today, with the Academy successfully making KKT part of their story. registered as an Independent school, and receiving government funding for Stacey Irving, CEO NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN REPORT ANNUAL

64 65 Financial Report

Statement of Profit or Loss and Other Comprehensive Income Statement of Financial Position For the Year Ended 31 December 2020 As At 31 December 2020

2020 2019 2020 2019 $ $ $ $ Contract income 889,341 814,160 ASSETS Grant revenue 133,374 570,656 CURRENT ASSETS Other income 130,624 8,989 Interest income 346 504 Cash and cash equivalents 4 788,941 675,089 Employee benefits expense (597,904) (511,384) Trade and other receivables 5 4,320 - Other expenses (324,551) (325,765) TOTAL CURRENT ASSETS 793,261 675,089 Insurance (26,788) (23,478) Property, plant and equipment 77,366 30,333 Depreciation expense (17,883) (4,890) Work in Progress - 10,683 Accounting and audit fees (6,826) (21,650) Finance costs (2,708) - TOTAL NON-CURRENT ASSETS 77,366 41,016 Profit before income tax 177,025 507,142 TOTAL ASSETS 870,627 716,105 Income tax expense - - Profit for the year 177,025 507,142 LIABILITIES CURRENT LIABILITIES Trade and other payables 55,392 138,611 Borrowings 111,802 29,880 Employee benefits 19,932 41,138

NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN TOTAL CURRENT LIABILITIES 187,126 209,629 REPORT ANNUAL

66 TOTAL LIABILITIES 187,126 209,629 67 NET ASSETS / (LIABILITIES) 683,501 506,476

EQUITY Retained earnings / (accumulated losses) 683,501 506,476 TOTAL EQUITY 683,501 506,476 Financial Report

Notes to the Financial Statements Independent Audit Report to the members of For the Year Ended 31 December 2020 Nawarddeken Academy Limited Report on the Audit of the Financial Report

1. Basis of Preparation of the 2. Cash and Cash Equivalents Opinion The Audited Financial Report Financial Report The balance of cash and cash equivalents The accompanying summary financial and Our Report Thereon This summary financial report is an extract contains a contingency reserve of statements, which comprise the statement We expressed an unmodified audit opinion from the full financial report for the year $506,476 at 31 December 2020. of financial position as at 31 December on the audited financial report in our report ended 31 December 2020. 2020, the income statement for the year dated the 26th February 2021. 3. Events Occurring After then ended and related notes are derived The financial statements are derived from, the Reporting Date from the audited financial report of Responsibilities of Directors for the and are consistent with, the full financial Nawarddeken Academy Limited for the Summary Financial Statements. No matters or circumstances have report of Nawarddeken Academy Limited. year 31 December 2020. arisen since the end of the financial The Directors are responsible for the The summary financial report cannot year which significantly affected or In our opinion, the accompanying summary preparation of the summary financial be expected to provide as detailed an may significantly affect the operations financial statements are consistent, in statements on the basis described in Note 1. understanding of the financial performance of the Company, the results of those all material respects, with the audited Auditor’s Responsibilities and financial position as the full financial operations, or the state of affairs of the financial report, in accordance with the report. A copy of the full financial report Company in future financial years. basis described in Note 1. Our responsibility is to express an opinion and auditor’s report will be sent to a on whether the summary financial member, free of charge, upon request. Summary Financial Statements statements are consistent, in all material The summary financial statements do not respects, with the audited financial report contain all the disclosures required by based on our procedures, which were Australian Accounting Standards. Reading conducted in accordance with Auditing the summary financial statements, therefore, Standard ASA 810 Engagements to Report is not a substitute for reading the audited on Summary Financial Statements. financial report of Nawarddeken Academy

NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN REPORT ANNUAL Limited and the auditor’s report thereon. 68 The summary financial statements and the 69 audited financial report do not reflect the effects of events that occurred subsequent PERKS AUDIT PTY LTD to the date of our report on the audited 84 Smith Street, Darwin NT 0800 financial report.

Peter J Hill Director Registered Company Auditor Dated this 26th day of February 2021 NAWARDDEKEN ACADEMY ACADEMY NAWARDDEKEN

70

This page: Students harvest man-wodberr (green plum), a favourite bush food. Back cover: Tylar, Richard and Miles excited about heading out to learn on country. Nawarddeken Academy Limited ABN 31 621 135 439 PO BOX 785, Nightcliff NT 0814 Phone: 08 8934 9089 (Kabulwarnamyo) Email: [email protected] www.nawarddekenacademy.com