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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Make agreements and commitments and share these across the school.
Involving Indigenous peoples in this process will assist in creating new spaces that reflect Indigenous art and arts practices. Close the Gap in pictures Almost Explore this site Home.
Strategies Some physical environmental strategies that might assist in creating a sense of place in schools for Indigenous peoples include: 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 gude, cultural consultants, guest speakers, artists in residence, Aboriginal and Torres Strait Islander education coordinators, teachers, community members and volunteers.
Embedding Indigenous knowledges in curriculum. Share student success postschooling.
Permissions beyond the scope of this license may be available on our Copyright page. They may be natural or built, interior or exterior and may be located in schools, near schools or beyond schools. Schools need to consult their Indigenous education workers, or other Aboriginal and Torres Strait Islander staff in the department, about how to engage with key Aboriginal and Torres Strait Islander people from the local community.
Strategies Strategies that will facilitate and support the employment of Indigenous staff include: Valuing traditional custodianship is more than providing a welcome to Country or acknowledgment of Country.
The frameworks here include whole-school approaches, as well as planning and teaching frameworks that can be used by teachers and students.
The Aboriginal, the Torres Strait Islander and Australian flag hung eatsi;s outside a school demonstrates a commitment to a united Australia that values its first peoples.
For example, a local Indigenous business may develop a partnership with the school to discuss the business and provide work experience for students.
Mutual eatisps or memorandums of understanding signed publicly can support the eatsops systemic embedding of protocols and partnerships based on trust and cultural competent behaviour. Create agreements for shared use of school resources around community needs and aspirations. Australian Curriculum cross-curriculum priority: The students, as a part of their assessment task, design and fabricate the stationery materials incorporating the new logo. For more information see: Documents Flashcards Grammar checker.
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The English as a second language nature of most Indigenous students also encourages text and picture-rich classrooms at all levels of schooling. 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.
Embedding Indigenous knowledges in curriculum Supporting preservice teachers and eatskps supervisors Frameworks and ways of knowing Making connections Units of work, lesson plans and school kits Finding resources to use in the classroom.
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. Physical environment Regardless of the historical time or the geographical, technological, and social situation, people will always need place because having a place and identifying with place are eatsisp to what and who we are as human beings David Seamon, Facilities can guife developed throughout the school to assist in making the school a welcoming environment for Aboriginal and Torres Strait Islander students and community members.
This labelling of facilities opens discussion around the local traditional knowledges and peoples, and encourages further dialogue in the school.
EATSIPS guide Appendix 3
Considering how resources can be visible in middle and upper school classrooms will be important for the engagement of Indigenous students within these class contexts.
Collection Manager Print and Published. These organising ideas are also embedded in the content descriptions of each learning area as appropriate. These agreements can make explicit to school staff and community the behaviours and appropriate processes to sustain Indigenous engagement within the school.
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. The Queensland Government provides financial support for the inclusion of public art within new facilities and buildings. The business owner comes to class and listens to students pitch their logo and materials. Ensure that local Aboriginal or Torres Strait Islander community members specifically Traditional Owners are invited to school events and have the option to participate and open special events.
Throughout this guide, it is a useful practice to keep in mind and to consider the following questions: About Kindergarten services For educators For nominated supervisors For parents.