From the departure at Sydney’s domestic terminal to nights beneath the vast Outback sky, the Red Earth Immersion took students deep into the country, where each step invited learning, reflection and connection. In forging bonds across red dust and campfires, students developed a deeper understanding of First Nations culture, of themselves and one another.
The experience rounded out the student journey with moments of humility, courage and shared growth, shaped by the people and places they encountered along the way. New friendships were formed in the shared tasks of daily life – cooking, walking, listening – and in navigating challenges far from the familiar. Skills such as leadership, adaptability and cultural awareness were not taught in a classroom, but developed through meaningful interaction and respectful connection.
The Red Earth Immersion is a key part of IGS’s integrated approach to cultural learning, offering students the chance to think beyond themselves, to stand still in Country and listen. What follows is a selection of highlights from their time on Country – a glimpse into the growth, generosity and spirit that shaped the experience.
Day 1 – Arrival and Uluru Introduction
Group 1:
Excitement filled the air as students departed Sydney for Uluru. For many, including Bailey on his first-ever flight, this marked a journey of firsts. The red landscape of Central Australia immediately struck the group – dusty, vast and unlike anything they’d seen before. Arriving at camp, the swags, open sky and campfire setting made the experience suddenly feel very real.
Group 2:
Upon landing in Yulara, the group was introduced to their Red Earth leaders and met Aunty Rita, a Traditional Owner, with Iris translating from Pitjantjatjara. Aunty Rita shared stories tied to the landscape and walked the group around Uluru, revealing sacred sites and cultural meaning behind the land’s features. A stop at a lookout for sunset highlighted the awe-inspiring beauty of Uluru and the deep spiritual connection Traditional Owners have with Country.
Day 2 – Travel to Homelands: Kurku and Sandy Bore
Group 1:
After watching the sunrise, the group met again with Aunty Rita and Iris for the Mala Walk. They learnt about traditional tools, gender roles, the Tjukurpa (Dreaming), and the significance of not climbing Uluru. Rita shared stories that aligned with physical features of the rock, and the group gained a deeper understanding of how intimately connected culture and land are. Later, they travelled to Kurku homeland, stopping briefly at Mt. Connor and collecting firewood. That evening they were welcomed with a smoking ceremony by John and introduced to “Brownie” the dog.
Group 2:
The morning began with a peaceful sunrise before heading to the Cultural Centre to explore Indigenous artworks and learn more about Anangu culture. Afterwards, they travelled to Sandy Bore and were welcomed by Syd and his family with a smoking ceremony. The group explored the new campsite and ended the evening learning stories by the fire.
Day 3 – Cultural Practices and Community Projects
Group 1:
As part of the Immersion, students took part in a community project to give back to the homeland and its Traditional Owners. Using tools purchased with funds raised at the Red Earth Barbecue and gifted to John’s homeland, they followed his lead to help reinforce his shed against the howling winds of central Australia.
IGS students got straight to work – pulling weeds, using power tools to dismantle the shed and, most importantly, practising teamwork. It quickly became clear that many hands make light work and shared purpose sparks lasting joy and impact.
In the afternoon, John taught the group to make clap sticks from native timber. The hands-on experience of carving and sanding connected students further with Country and cultural practice. They even got a chance to use their clapsticks to perform the School Anthem for John!
Group 2:
Syd and Carolyn guided the group through cultural activities. Students dug for witchetty grubs and learnt how to make clap sticks. They also painted a collaborative mural and prepared traditional damper. Later, Syd demonstrated how to prepare kangaroo tail over coals – a new and memorable culinary experience. The day ended with a sunset walk and storytelling by the fire.
Day 4 – Kings Canyon
Both Groups:
After a chilly start, both groups trekked Kings Canyon. The climb was steep and physically demanding, but rewarding. At the Garden of Eden, students learned about Dadirri – deep listening and stillness. They took in the rare beauty of the desert ecosystem, including cycads and native birds. Activities like echo calls and reflective pauses helped deepen their connection to the land.
Group 1:
Upon returning to camp, the group reflected on the adventure over dinner and shared stories from the hike, energised by the experience.
Group 2:
After a long day, students had the luxury of a much-anticipated shower and dinner. They sat around the fire for their last night at Sandy Bore, full of gratitude and anticipation for their journey to the APY Lands.
Day 5 – Travel to Kulpitharra and Yunyarinyi
Group 1:
After not quite getting to finish their community project on Day 3 a small group of students woke up an hour early, packed their bags and swags and began work before the sun rose in order to finish what they started. As light began to fall on the shed, the whole group turned out to help, making sure the walls and roof were secured in place before we said our farewells to John, Paul and Kurku.
The day was spent travelling to Kulpitharra, Billy’s homeland, with a brief stop in Alice Springs to meet Lorraine, John’s wife and an Aboriginal Liaison Officer at Charles Darwin University. Lorraine shared insights into community life and John’s family. Once at the homeland, students were warmly welcomed by Billy’s family, including his grandchildren. Billy spoke about how to stay physically and spiritually safe on Country – an important reminder of the land’s cultural significance.
Group 2:
Group 2 journeyed to Yunyarinyi in the APY Lands. Along the way they spotted camels and salt flats and had a brief stop at a local supermarket where they learnt from Kylie about issues facing remote Aboriginal communities. Upon arrival, the group met local kids, played a spontaneous game of footy and enjoyed a shared meal. The night sky and stars were breathtaking.
Day 6 – Maku and Community Projects
Group 1:
Students participated in a smoking ceremony with Billy Snr, Billy Jnr and Keturah, and were split into groups to search for maku (witchetty grubs). They learnt how to identify signs of grub activity in the dirt and tasted them raw or cooked in ashes. In the afternoon, Billy Jnr taught students Luritja language phrases and explained the cultural significance of skin names and marriage customs. The day concluded with singing and ball games with the kids.
Group 2:
At Kenmore Park, Group 2 worked on infrastructure projects – installing solar lights and fixing windbreaks. Mary-Anne and Louise led a dot painting session before heading into the bush to learn about irmaangka irmaangka, a medicinal plant used for colds and skin. In the evening, they sat with Donald Fraser, who shared stories about his role in reclaiming APY Lands. A sunset walk and the arrival of a recently hunted kangaroo brought the day to a close.
Day 7 – Honey Ants, Art and Language
Group 1:
The group searched for tjupi (honey ants) with guidance from Billy Snr, Billy Jnr and Aunty Keturah. Students observed how knowledge passed through generations led to a successful dig and enjoyed the sweet “Minga lollies”. Afterwards, they painted their experiences and helped prepare kangaroo tails. Billy Jnr led them to a sacred lookout to reflect on what they had learnt before returning to camp to enjoy the meal under the stars.
Group 2:
The group explored the region with the Fraser family, including a cave walk and lunch at the original Red Earth site. They visited the local school, impressed by its facilities and dedication to preserving Pintupi language. In the language classroom, students read a bilingual storybook and admired the artwork. They finished their final night with a fire, yarns, and reflection on all they had experienced.
Day 8 – Farewell
Group 1:
With swags packed and the camp kitchen taken down, students said goodbyes to Billy and his family. The long bus ride back to Yulara gave time to reflect, sleep and enjoy a bit of fun and music. At Yulara, students rose to the challenge of setting up camp unaided. As night fell, they gathered around the fire one last time to share what this journey had meant – memories, learning and stories now carried with them back to Sydney.
Thank You
We extend our heartfelt thanks to the Red Earth team for their leadership and organisation in making it possible for our students to connect meaningfully with this remarkable part of the country. We also thank the dedicated teachers who guided the group, and especially to Red Earth Coordinator Ms Hussey, whose care and planning ensured a smooth and unforgettable journey.
