Grammar Early Learning Centre

RAP NETWORK CONNECTIONS
RAP Network connections acknowledge collaborative relationships with other schools/services on their RAP journeys. Where these schools/services also have a published RAP, you can click on their name below to view a summary of their reconciliation commitments.
  • Only About Children Little Village Buderim
  • Sunshine Coast Grammar School

JOIN THIS RAP
Type
Early learning service
State/Territory
QLD
Duration
February 2024 to February 2025
VISION FOR RECONCILIATION

Grammar Early Learning Centre is committed to maintaining and building trusting and reciprocal relationships with  the Traditional Custodians of the Land on which we live, work and play, the Gubbi Gubbi People. Grammar Early Learning Centre will work in partnership with  Elders by continuing to   recognise their  strength resilience and knowledge of the Land.Our purpose is to create a brilliant future for everyone, where they can learn, play and grow together. Grammar Early Learning Centre acknowledges and values the cultural histories, heritages, traditions and continuing contributions of Aboriginal and Torres Strait Islander peoples. Our vision is a future where Aboriginal and Torres Strait Islander peoples are actively recognised and celebrated as being the First Peoples of Australia; where all Australians embrace Elders past, present and future for the wisdom and knowledge they hold and share and support emerging leaders in local communities.

Grammar Early Learning Centre is contributing to an Australia where Aboriginal and Torres Strait Islander staff, children and families, and all members of our community, feel a sense of belonging and strong connection with the community and understanding of Country; where culturally safe and responsive environments are created for Aboriginal and Torres Strait Islander peoples' cultural identities to be respected; and where Aboriginal and Torres Strait Islander children are recognised and nurtured as the creators, thinkers and doers of todays and tomorrow.


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