Condobolin High School | Culturally Nourishing Schooling

Stronger, Smarter and Prouder

Condobolin High School is a small, comprehensive rural school located in the heart of New South Wales, on the lands of the Wiradjuri people, catering to a diverse range of student needs. It is an inclusive secondary school committed to providing a supportive educational environment where every student can thrive. Staff and the community have actively collaborated to deliver dynamic educational leadership by recognising each student's individuality, assisting and encouraging their academic, cultural, and physical development while fostering a supportive atmosphere. Within the town is the Wiradjuri Study Centre, managed by the Wiradjuri Condobolin Corporation. This community facility offers training, development, and employment opportunities, as well as cultural appreciation, heritage awareness, and a space for sharing stories, learning the language, and exchanging yarns.

Image: Wiradjuri Study Centre, where CNS professional learning was held for Condobolin High School and Public School teachers.

The Story of CNS at Condobolin High School

As the CNS project expanded, two additional schools from the Condobolin community joined in 2022. Condobolin High School participated in the professional learning program for two years, with ten teachers involved. Condobolin High has 54% Aboriginal students (2024 data), and a crucial aspect of their involvement in the CNS project was establishing connections with the community. The employment of a Cultural Mentor, who worked between Condobolin High School, and Condobolin Public School, helped strengthen those community ties and provided a strong local voice representing the needs and strengths of the community. This cultural mentor was instrumental in the development of the program from 2022 to 2023 and helped both schools establish stronger ties with their community.

A positive outcome from Condobolin was the strength found in combining two local schools, which enabled greater collaboration and support among the group of teachers participating in professional learning. This also provided more significant opportunities for the community and families to assist in the transition between schools as their children grew. It also offered the community a voice with a broader reach, along with a deeper connection to their children’s education throughout their schooling. Teachers from both primary and secondary schools discussed the positive learning and connections they shared as a group and with their students.