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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Documents Flashcards Grammar checker. In addition, build this into ongoing staff performance reviews.

It gulde the place of local peoples and traditional knowledges and beliefs within the whole school environment. 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.

EATSIPS Framework

Share these with Aboriginal and Torres Strait Islander eatsps in your area, see if there are other ways of working, and discuss their appropriateness for inclusion in classroom practice. 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.

Parents and community Transition Support Services. 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. Throughout this guide, it is a useful practice to keep in guive and to consider the following questions: 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.

Close the Gap in pictures Almost In schools, Indigenous students and community may not engage, or may disengage or rebel, where feelings of place alienation are experienced. The business owner comes to class and listens to students pitch their logo and materials.

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Strategies Strategies that will facilitate and support the employment of Indigenous staff include: This labelling of facilities opens discussion around the local traditional knowledges and peoples, and encourages further dialogue in the school. 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.

They may relate to any extsips or many key learning areas and be safe and accessible. Latest news Contact Artwork. Develop systems to advertise these in notices, staff meetings, newsletters and parades. 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 whole school community can negotiate to share libraries, computer facilities, rooms and sports grounds.

QUT – Frameworks and ways of knowing – Embedding Indigenous knowledges in curriculum

About Kindergarten services For educators For nominated supervisors For parents. 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. Some schools have worked hard in establishing community— school protocols for sharing both cultural and school information.

Strategies Some physical environmental strategies that might assist in creating a sense of place in schools for Indigenous peoples include: For example, a local Indigenous business may develop a partnership with the school to discuss the business and provide work experience for students. Place may feel alienating, unreal, unpleasant, or oppressive. 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, 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.

In the middle and senior schools, teachers also have access to similar resources suitable for the age ranges of their students. Together, the teacher and business owner develop eatsiips design brief for a new logo and set of stationery materials for the business.

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Some useful resources for eahsips Indigenous protocols prior to working within the local community are available on the Aboriginal and Torres Strait Islander Services website: 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.

The school vuide 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.

Make agreements and commitments and share these across the school. 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. What role do Aboriginal and Torres Strait Islander perspectives play in the curriculum for all students? Throughout this guide, it is a useful practice to keep in mind and to consider the following questions:.

Although some similar protocols may exist among Aboriginal and Torres Strait Islander communities, specific protocols related to the local area may also exist.

The Department of Education and Training has an established employment strategy that will assist in meeting targets for Indigenous employment.

Aboriginal and Torres Strait Islander community organisations also have resources human and physical that can benefit schools, particularly eatsps the inclusion of Aboriginal and Torres Strait Islander perspectives. Develop processes for interschool sharing of good practices for embedding Indigenous perspectives within the school environment.

Australian Curriculum cross-curriculum priority: Does it contain evidence of the value of Indigenous peoples in the school?