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Trinity Grammar School,
Trinity Grammar School is an Anglican day
and boarding school for boys, with 1340
students from the Early Learning Centre to
Year 12. Girls and boys attend the ELC.
Trinity Grammar School is an Anglican
school with a commitment to social justice
and equity. As part of that commitment we
have initiated several programs designed
to inform our community on Indigenous
issues and offer support to Indigenous com-
munities. We seek to form partnerships of
mutual benefit with several communities.
Trinity's Indigenous scholarship pro-
gram has been in place for several years
and began with a partnership with The
University of Melbourne ensuring higher
education entry for several students.
Currently the scholarship program is sup-
ported by the school's Council with indi-
vidual sponsors providing extra resources
and places. The scholarship covers all
academic costs, including the student's
computer. The costs of accommodation,
usually in our boarding house, are shared
between the family and school.
The scholarship program seeks to create
partnerships between the student, his
family, his community and the school.
Trinity has several long-standing and suc-
cessful partnerships in place with Indig-
enous communities. For 10 years a senior
commerce teacher has led 10-day cultural
awareness tours to central South Aus-
tralia to visit the Arabunna community.
These awareness tours involve students,
parents and community members. Boys
become more aware of the social and cul-
tural structure in traditional Aboriginal
communities and understand the relation-
ship between the people and their land.
Outcomes from this program include the
annual Dadirri Dinner, the formation of
AAA (an Aboriginal advocacy student
group), visits to the school by an Arabun-
na elder and scholarship recipients from
this remote community.
A science teacher from the school travels
to the Oenpelli community in Arnhem
Land twice a year to conduct science
teaching projects for a week each time. He
takes a small number of Trinity students
as assistants and the outcome of this work
has been a greater awareness of the cultur-
al dynamic in remote communities as well
as a sense of excitement and enjoyment of
science among the Aboriginal students.
Other initiatives and developments include
helping Worrawa College in Healseville
develop their curriculum, art programs
and exhibitions and visits by local elders
to improve awareness of Melbourne's
Indigenous history. The students at Trinity
are the indirect beneficiaries of these initia-
tives through their improved understand-
ing of Aboriginal identity and culture.
Trinity Grammar School, Kew
Rostrevor College is a Catholic day and
boarding school for boys in the Edmund
Rice tradition. It has 1100 students from
Reception to Year 12.
Rostrevor College has an extensive and
proud history in supporting Indigenous
young people and their families to active-
ly engage in education. Since the 1950s
the school has provided a significant
number of Reconciliation Scholarships
for Indigenous students from regional
and remote communities.
In recognition of the College's commit-
ment to Indigenous education, through
a rigorous and competitive application
process to the Australian Government in
2006, Rostrevor College was selected to
establish an Indigenous Sports Academy.1
The overall objective of the Indigenous
Sports Academy is to build on the
interest of sport to achieve significant
improvement in Indigenous student
levels of engagement in and completion
of the South Australian Certificate of Ed-
ucation and gain improved post-school
The sports foci of the Academy include but
are not restricted to athletics, Australian
Rules football, cricket, netball, outdoor/
environmental recreation and volleyball.
This initiative has increased the annual
number of Indigenous Rostrevor Col-
lege students from 15 to 30 (full-time
boarding) and also has allowed for 60
Indigenous students per year, from other
Adelaide schools, to participate in a part-
time Sports VET program.
The 30 Indigenous Sports Academy stu-
dents who began the full-time program
in 2008 have added to the diversity of
Indigenous communities represented
in the student cohort. The students
originate from a range of urban, remote
and regional communities, including
the Pilbara, Tiwi Islands, Arnhem Land,
Katherine, Alice Springs, Cairns, Thurs-
day Islands, Far North SA and metro-
Trinity student, Alex Lawton works with a
local student at Oenpelli.
Trinity Headmaster, Mr Rick Tudor with Trinity
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