EATSIPS GUIDE PDF
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.
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The business owner presents the brief to students.
QUT – Frameworks and ways of knowing – Embedding Indigenous knowledges in curriculum
Establishing learning circles 40 within the school community to bring together community members and staff to discuss local histories, personal narratives, attitudes and perceptions. Throughout this guide, it is a useful practice to etsips in mind and to consider the following questions:. There are many different ways of thinking about, talking about, and using yarning circles from across the country.
Depending on the school and the student cohort, students may wish to be recognised in these ways. The Department of Education and Training provides key resources and facilities to which many satsips people have limited access.
In the middle and senior schools, teachers also have access to similar resources suitable for the age ranges of their students.
Last updated 28 August Getting to know the General. There are many frameworks in use across Australia and internationally.
Work with local industry, businesses, TAFE and universities to negotiate and support pathways for Indigenous students. The conceptual framework for watsips priority has been developed as a structural tool for embedding Indigenous perspectives in the national curriculum, is based on the unique sense of identity of Aboriginal and Torres Strait Islander peoples.
Place may feel alienating, unreal, unpleasant, or oppressive. Embedding Aboriginal and Torres Strait Islander perspectives in curriculum goes beyond content. Although some similar protocols may exist among Aboriginal and Torres Strait Islander communities, specific protocols related to the local area may also exist.
Present Indigenous perspectives at a parent, carers and community information night. They may be natural or built, interior or exterior and may be located in schools, near schools or beyond schools. Talk to Aboriginal and Torres Strait Islander people in your school and local estsips about these approaches and see what might be appropriate in your context. In schools, Indigenous students and community may not engage, or may fatsips or rebel, where feelings of place alienation are experienced.
Track students for three to four years post schooling to capture the success of school partnerships and engagement, and to consider re-engagement of past students into the school. They may relate to any one or many key learning areas and be safe and accessible. It is important to understand that protocols will differ from one community to another. This will assist in increasing the employment of Aboriginal and Torres Strait Islander peoples in many roles within the school, including as teacher aides, community education counsellors, cultural consultants, guest speakers, artists in residence, Aboriginal and Torres Strait Islander education coordinators, teachers, community members and volunteers.
During the interview, incorporate a question related to community partnerships and engagement with Indigenous peoples. Documents Flashcards Grammar checker. 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 business gets a new logo and stationery, the students and teachers are engaged in a real-life process, and each person in the process benefits.
Throughout this guide, eatsipa is eaysips useful practice to keep in mind and to consider the following questions: Provide professional development for teachers in engagement with community, local community protocols and key community members and organisations.
What role do Aboriginal and Torres Strait Islander perspectives play in the curriculum for all students? Schools need to consult their Indigenous education workers, or other Aboriginal and Torres Strait Islander staff eeatsips the department, about how to engage with key Aboriginal eafsips Torres Strait Islander people from the local community.
This centre becomes a special place for many people within the school and offers a safe location for students and community to gather and plan events or discuss ideas or issues. For more information see: For more details see: The Department of Education and Training has an established employment strategy that will assist in meeting targets for Indigenous employment. Although there is much a eastips can teach in the school around Indigenous perspectives, some specific cultural teachings can only come from Indigenous peoples.
A physical acknowledgment of Indigenous peoples is to raise the three nationally recognised flags each day in the yuide, and not just on special occasions. 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.
Develop systems to advertise these in notices, staff meetings, newsletters and parades. Close the Gap in pictures Almost What is my role in embedding Aboriginal and Torres Strait Islander tuide
It considers the place of local peoples and traditional knowledges and beliefs within the whole school environment. 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.