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):||14 July 2017|
|PDF File Size:||16.82 Mb|
|ePub File Size:||17.24 Mb|
|Price:||Free* [*Free Regsitration Required]|
The whole school community can negotiate to share libraries, computer facilities, rooms and sports grounds. School leaders should ensure that local communities are involved in the explicit teaching of local Aboriginal and Torres Strait Islander protocols, respect for Country and cultural perspectives.
Although there is much a teacher can teach in the school around Indigenous perspectives, some specific cultural teachings can only come from Ratsips peoples. Present Indigenous perspectives at a parent, carers and community information night. Throughout this guide, it is a useful practice to keep in mind and to consider the following questions:. Strategies Some physical environmental strategies that might assist in creating a sense of place in schools for Indigenous peoples include: It is argued that the more strongly an environment generates eatsups sense of belonging, the more strongly does that environment become a place.
A powerful way of incorporating Indigenous perspectives is to consider working with frameworks that enable students to experience an Aboriginal or Torres Strait Islander way of doing things. Depending on the school and the student cohort, students may wish to be recognised in these ways.
Wooroolin State School
Please enable scripts and reload this page. Valuing traditional custodianship is more than providing a welcome to Country or acknowledgment of Country. It is important eatzips understand that protocols will differ from one community to another.
The Aboriginal, the Torres Strait Islander and Australian flag hung together outside a school demonstrates a commitment to a eatsipe Australia that values its first peoples. The more profoundly an Indigenous student or community member feels inside a place, the stronger his or her identity will be with that place.
Some useful resources for exploring Indigenous eaysips prior to working within the local community are available on the Aboriginal and Torres Strait Islander Services website: Embedding Indigenous knowledges in curriculum Supporting preservice teachers and their supervisors Frameworks and ways of knowing Making connections Units of work, lesson plans and school kits Finding resources to use in the classroom.
These organising ideas are also embedded in the content descriptions of each learning area as appropriate.
EATSIPS guide Appendix 3
They may be natural or built, interior or exterior and may be located in schools, near schools or beyond schools. 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. The Department of Education and Training provides key resources and facilities to which many community people have eateips access.
Share these with Aboriginal and Torres Strait Islander community in your area, see if there are other ways of working, and discuss their appropriateness for inclusion in classroom practice. Mutual agreements or memorandums of understanding signed publicly can support the ongoing systemic embedding of protocols and partnerships based on trust and cultural competent behaviour.
Explore this site Home.
For more information see: During the interview, incorporate a question related to community partnerships and engagement with Indigenous peoples. Embedding Aboriginal and Torres Strait Islander perspectives in curriculum goes beyond content.
Homepage About Embedding Indigenous knowledges in curriculum Frameworks and ways of knowing. Provide time and non-contact time for teachers to work with Indigenous communities in the development of units of work and policy, work programs and eztsips. Contact your regional office for more information.
The site provides ideas and examples for using 8ways in a school and classroom context.
Embedding Aboriginal and Torres Strait Islander Perspectives in Schools (EATSIPS)
It considers the place of local peoples and traditional knowledges and beliefs within the whole school environment. Yarning circles are a great tool for bringing authentic Indigenous eqtsips of working into the classroom experience. Parents and community Transition Support Services.
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.
Close the Gap in pictures Almost Develop processes for interschool sharing of good practices for embedding Indigenous perspectives within the school environment. Place may feel alienating, unreal, unpleasant, or oppressive. The Department of Education and Training has an established employment strategy that will assist in meeting targets for Indigenous employment.
Frameworks and ways of knowing Embedding Aboriginal and Torres Strait Islander perspectives in curriculum goes beyond content. Australian Curriculum cross-curriculum priority: There are many frameworks in use across Australia and internationally.
Together, the teacher and business owner develop a design brief for a new logo and set of stationery materials for the business. Embedding Indigenous knowledges in curriculum. What is my role in embedding Aboriginal and Torres Strait Islander perspectives? Provision of professional development for all teaching staff will develop greater understanding and knowledge of Aboriginal and Torres Strait Islander education issues and perspectives.
Facilities can be developed throughout the school to assist in making the school a welcoming environment for Aboriginal and Torres Strait Islander students and community members.
Aboriginal and Torres Strait Islander perspectives are written into the national curriculum to ensure that all young Australians have the opportunity to learn about, acknowledge and respect the history and culture of Aboriginal peoples and Torres Strait Islander peoples.
The business owner works with the teacher to assess the student work. This labelling of facilities opens discussion around the local traditional knowledges and peoples, and encourages further dialogue in the school.
What is the EATSIPS guide?
Collection Manager Print and Published. The English as a second satsips nature of most Indigenous students also encourages text and picture-rich classrooms at all levels of schooling.
In addition, build this into ongoing staff performance reviews. These agreements can make explicit to school staff and community the behaviours and appropriate processes to sustain Indigenous engagement within the school. The conceptual framework for this priority has been developed as a structural tool for embedding Indigenous perspectives in the gulde curriculum, is based vuide the unique sense of identity of Aboriginal and Torres Strait Islander peoples.
The school prints up the initial copies and provides digital formats to the business, the partnership and engagement process is written up for other staff and community to consider, the aetsips gets a new logo and stationery, the students and teachers are engaged in a real-life process, and each person in the process benefits.
Strategies Strategies that will facilitate and support the employment of Indigenous staff include: Regardless of these, acknowledging Indigenous students as a cohort within the school helps to bring students close together.