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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Getting to know the General. This labelling of facilities opens discussion around the local traditional knowledges and peoples, and encourages further dialogue in the school. Last updated 28 August The business owner comes to class and listens to students pitch their logo and materials.

Present Indigenous perspectives at a parent, carers and community information night. Partnerships and engagement between Indigenous and nonIndigenous people are guided by community protocols and developed through mutual trust and respect. They include a syllabus, subject guide, work programs, teaching and learning resources and assessment advice.

Please enable scripts and reload this page. Creating a sense of place for Indigenous peoples in a school, where a Western cultural perspective has been dominant and the school infrastructure reflects this, is quite difficult. 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 nearby town or location.

The frameworks here include whole-school approaches, as well as planning and teaching frameworks that can be used by teachers and students. 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 integral to what and who we are as human beings David Seamon, Working with Indigenous people to create welcome to Country signage, and labelling of buildings and aspects of the school in local languages, has been used as a strategy in many schools across Queensland.

Embedding Aboriginal and Torres Strait Islander Perspectives in Schools (EATSIPS)

Permissions beyond the scope of this license may be available on our Copyright page. Engage and include Aboriginal and Torres Strait Islander staff and people in school planning and pedagogical processes, curriculum delivery, evaluation and reporting processes in the school.

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. About Latest news Contact Artwork. Place may feel alienating, unreal, unpleasant, or oppressive.

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Make agreements and commitments and share these across the school. The conceptual framework for this 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. 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.

Embedding Aboriginal and Torres Strait Islander Perspectives in Schools (EATSIPS)

The English as a second language nature of most Indigenous students also encourages text and picture-rich classrooms at all levels of schooling. Embedding Indigenous knowledges in curriculum Guidw 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. Ensure that Aboriginal guidf Torres Strait Islander representatives are on selection panels for eatdips school staff including, where possible, new teachers and leadership.

For more details see: School leaders should also be aware of the partnerships and engagement processes being negotiated by school staff, and should ensure that both the community and school gain benefits from the agreement. Depending on the school and the student cohort, students may wish to be recognised in these ways.

For example, a local Indigenous business may develop a partnership with the school to discuss the business and provide work experience for students. You may be trying to access this site from a secured browser on the server. 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.

School leaders should ensure that local communities are eatsisp in the explicit teaching of local Aboriginal and Torres Strait Islander protocols, respect for Country and cultural perspectives.

Yarning circles are a great tool for bringing authentic Indigenous ways of working into the classroom experience. 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.

Wooroolin State School

Some useful resources eatsipw exploring Indigenous protocols prior to working within the local community are available on the Aboriginal and Torres Strait Islander Services website: These agreements can make explicit to school staff and community the behaviours and appropriate processes to sustain Indigenous engagement within the school. There are many different ways of thinking about, talking about, and using yarning circles from across the country.


Homepage About Embedding Indigenous knowledges in curriculum Frameworks and ways of knowing. In schools, Indigenous students and community may not engage, or may disengage or rebel, where feelings of place alienation are experienced.

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. Collection Manager Print and Published. 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.

They may be natural or built, interior or exterior and may be located in schools, near schools or beyond schools. This can include the running of targeted training for parents and community on school processes, guest speaker abilities, the arts and information technology. The business owner works with the teacher to assess the student work. Strategies Strategies that will facilitate and support the employment of Indigenous staff include: Australian Curriculum cross-curriculum priority: Although there is much a teacher can teach in the school around Indigenous perspectives, some specific cultural teachings can only come from Indigenous peoples.

EATSIPS Framework

Does it contain evidence of the value of Indigenous peoples in the school? Close the Gap in pictures Almost Develop fatsips for interschool sharing of good practices for embedding Indigenous perspectives within the school environment.

The site provides guuide and examples for using 8ways in a school and classroom context. The school eatsps 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.

Develop an induction program to run twice yearly to support the introduction of new teachers and staff to Indigenous communities. In addition, build this into ongoing staff performance reviews.

There are many frameworks in use across Australia and internationally.