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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So too, school sporting teams, school committees and major facilities like new halls, pathways and guixe have negotiated the use of guidr language names. Last updated 28 August Develop processes for interschool sharing of good practices for embedding Indigenous perspectives within the school environment. 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.
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 eatsip place are integral to what and who we are as human beings David Seamon, Although some similar protocols may exist among Aboriginal and Torres Strait Islander communities, specific protocols related to the local area may also exist.
They may be natural or built, interior or exterior and may be located in schools, near schools or beyond schools. In addition, build this into ongoing staff performance reviews. About Latest news Contact Artwork.
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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. 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. They include a syllabus, subject guide, work programs, teaching and learning resources and assessment advice. It is essential to understand and respect Aboriginal and Torres Strait Islander protocols in establishing and developing partnerships with Aboriginal and Torres Strait Islander parents and community members.
A rich amount of texts, musical instruments, toys, puzzles, multimedia software, dolls and posters exist suitable for the early years, and developed eatsis Indigenous peoples. Work with local industry, businesses, TAFE and universities to negotiate and support pathways for Indigenous students. This can include the running of targeted training for parents and community on school processes, guest speaker abilities, the arts and information technology. Create agreements for shared use of eatwips resources around guie needs and aspirations.
Strategies Some physical environmental strategies that might assist in creating a sense of earsips in schools for Indigenous peoples include: For more information see: What role do Aboriginal and Torres Strait Islander perspectives play in the curriculum guids all students? 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.
Embedding Aboriginal and Torres Strait Islander perspectives in curriculum goes beyond content.
Close the Gap in pictures Almost These might eaatsips outdoor classrooms, learnscapes 36, reconciliation spaces and trails. Although there is much a teacher can teach in the school around Indigenous perspectives, some specific cultural teachings can only come from Indigenous peoples.
Homepage About Embedding Indigenous knowledges in eatslps Frameworks and ways of knowing. Involving Indigenous peoples in this process will assist in creating new spaces that reflect Indigenous art and arts practices.
Yarning circles are a great tool for bringing authentic Indigenous ways of working into the classroom experience. The whole school community can negotiate to share libraries, computer facilities, rooms and sports grounds.
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.
This labelling of facilities opens discussion around the local traditional knowledges and peoples, and encourages further dialogue in the school. In addition to this, celebrate Reconciliation Week annually and host events for the whole school community in support of the reconciliation process.
Partnerships and engagement between Indigenous and nonIndigenous people are guided by community protocols and developed through mutual trust and respect.
School leaders should ensure that local communities are involved in the explicit teaching of local Aboriginal and Torres Strait Islander protocols, respect for Eatskps and cultural perspectives. Allocation of rooms 37 for Indigenous education workers and community members, which include Aboriginal and Torres Strait Islander murals and public artworks, might also be considered. Embedding Indigenous knowledges in curriculum.
Make agreements and commitments and share these across the school. The following strategies may assist in the development and maintenance of strong community partnerships and engagement.
Permissions beyond the scope of this license may be available on our Copyright page. Together, the teacher and business owner develop a design brief for a new logo and set of stationery materials for the business. It considers the place of local peoples and traditional knowledges and beliefs within the whole school environment.
Regardless of these, acknowledging Indigenous students as a cohort eatsi;s the school helps to bring students close together. Place may feel alienating, unreal, unpleasant, or oppressive.
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.
Getting to know the General. 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.
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. 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. 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.
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 events. About Kindergarten services For educators For nominated supervisors For parents.