This section looks more deeply into the EATSIPS framework and shows how the framework aligns with existing school and classroom. aims of the EATSIPS guide; Embedding the Aboriginal and Torres Strait Islander Perspectives Framework; School leadership and educational leadership. Embedding Aboriginal and Torres Strait Islander Perspectives (EATSIPS) in Schools The EATSIPS guide focuses on systemic change, and personal and.
|Published (Last):||6 January 2018|
|PDF File Size:||17.7 Mb|
|ePub File Size:||7.79 Mb|
|Price:||Free* [*Free Regsitration Required]|
Skip links and keyboard navigation Skip to content Skip to navigation Skip to footer Use tab and cursor keys to move around the page more information. There are many frameworks in use across Australia and internationally. Close the Gap in pictures Almost This can include the running of targeted training for parents and community on school processes, guest speaker abilities, the arts and information technology.
Partnerships and engagement between Indigenous and nonIndigenous people are guided by community protocols and developed through mutual trust and respect.
Australian Curriculum cross-curriculum priority: A physical acknowledgment of Indigenous peoples is to raise the three nationally recognised flags each day in the school, and not just on special occasions.
This labelling of facilities opens discussion around the local traditional knowledges and peoples, and encourages further dialogue in the school. Gyide updated 28 August Share student success postschooling.
During the interview, incorporate a question related to community partnerships and engagement with Indigenous peoples. Provision of professional development for all teaching staff will develop greater understanding and knowledge of Aboriginal eaysips Torres Strait Islander education issues and perspectives.
For more information see: These agreements can make explicit to school staff and community the behaviours and appropriate processes to sustain Indigenous engagement within the school.
EATSIPS guide Appendix 3
Some useful resources for exploring Indigenous protocols prior to working within the local community are available on the Aboriginal and Torres Strait Islander Services website: These might include outdoor classrooms, learnscapes 36, reconciliation spaces and trails. Inclusion can be encouraged through a variety of formal and informal settings and experiences, such as open days, planned meetings, discussion groups, online chat, email, phone contact and one- onone meetings.
Talk to Aboriginal and Torres Strait Islander people in your school and local area about these approaches and see what might be appropriate in your context. For example, a local Indigenous business may develop a partnership with the school to discuss the business and provide work experience for students.
EATSIPS guide Appendix 3
If the local Aboriginal and Torres Strait Islander community is small, it may be necessary to develop relationships with Aboriginal or Torres Strait Islander communities and organisations from a eatsisp town or location. They may be natural or built, interior or exterior and may be located in schools, near schools or beyond schools. About Latest news Contact Artwork. Considering how resources can be visible in middle and upper school classrooms will be important for the engagement of Indigenous students within eatslps class contexts.
The more profoundly an Indigenous student or community member guids inside a place, the stronger his or her identity will be with that place.
A rich amount of texts, musical instruments, toys, puzzles, multimedia software, dolls and posters exist suitable for the early years, and developed by Indigenous peoples.
Strategies Some physical environmental strategies that might assist in creating a sense of place in schools for Indigenous peoples include: Make agreements and commitments and share these across the school. It is argued that the more strongly an environment generates a sense of belonging, the more strongly does that environment become a place.
Although some similar protocols may exist among Aboriginal and Torres Strait Islander communities, specific protocols related to the local area may also exist. Throughout this guide, it is a useful practice to keep in mind and to consider the following questions:.
The Queensland Government provides financial support for the inclusion of public art within new facilities and buildings. Ensure that Aboriginal or Torres Strait Islander representatives are on selection panels for new school staff including, where possible, new teachers and leadership.
Homepage About Embedding Indigenous knowledges in curriculum Frameworks and ways of knowing. The business owner presents the brief to students. Collection Manager Print and Published. In schools, Indigenous students and community may not engage, or may disengage or rebel, where feelings of place alienation are experienced.
Explore this site Home. What is my role in embedding Aboriginal and Torres Strait Islander perspectives? It considers the place eatskps local peoples and traditional knowledges and beliefs within the whole school environment. What role do Aboriginal and Torres Strait Islander perspectives play in the curriculum for all students?
Strategies Strategies that will facilitate and support the employment of Indigenous staff include: Establish an Indigenous Education Committee with Aboriginal and Torres Strait Islander representatives of the local community and across government agencies to embed Indigenous perspectives within the school.
So too, school sporting eatsipx, school committees and major facilities like new halls, pathways and gardens have negotiated the use of traditional language names. Yarning circles are a great tool for bringing authentic Indigenous ways of guice into the classroom experience.
It is important to understand that protocols will differ from one community to another. The English as a second language nature of most Indigenous students also encourages text and picture-rich classrooms at all levels of schooling. Frameworks and ways of knowing Embedding Aboriginal and Torres Strait Islander perspectives in curriculum goes beyond content.
They may relate to any one or many key learning areas and be safe and accessible. Throughout this guide, it is a useful practice to keep in mind and to consider the following questions: