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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Embedding Aboriginal and Torres Strait Islander perspectives in curriculum goes beyond content. About Latest news Contact Artwork. The Department of Education and Training provides key resources and facilities to which many community people have limited access.

They include a syllabus, subject guide, work programs, teaching and learning resources and assessment advice. Although some similar protocols may exist among Aboriginal and Torres Strait Islander communities, specific protocols related to the local area may also exist.

What is the EATSIPS guide?

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. 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.

The business owner presents the brief to students. 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. The whole school community can negotiate to share libraries, computer facilities, rooms and sports grounds. 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.

Valuing traditional custodianship is more than providing a welcome to Country or acknowledgment of Country. Yarning circles are a great tool for bringing authentic Indigenous ways of working into the classroom experience. There are many different ways of thinking about, talking about, and using yarning circles from across the country.


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.

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. Last updated 28 August The students, as a part of their assessment task, design and fabricate the stationery materials incorporating the new logo. 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, Talk to Aboriginal and Torres Strait Islander people in your school and local area about these approaches and see what might be appropriate in your context.

Assigning staff to develop and maintain processes for keeping up-to-date with events hosted by the local Aboriginal and Torres Strait Islander community, regional ISSUs and statewide organisations.

The more profoundly an Indigenous student or community member feels inside a place, the stronger his or her identity will be with that place. About Kindergarten services For educators For nominated supervisors For parents.

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. This can include the running of targeted training for parents and community on school processes, guest speaker abilities, the arts and information technology.

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

Work with local industry, businesses, TAFE and universities to negotiate and support pathways for Indigenous students. Depending on the school and the student cohort, students may wish to be recognised in these ways. Frameworks and ways of knowing Embedding Aboriginal and Torres Strait Islander perspectives in curriculum goes beyond content. Strategies Strategies that will facilitate and support the employment of Indigenous staff include: 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.


Some useful resources for exploring Indigenous protocols prior to working within the local community are available on the Aboriginal and Torres Strait Islander Services website: In addition, build this into ongoing staff performance reviews.

EATSIPS Framework

Explore this site Home. Australian Curriculum cross-curriculum priority: Getting to know the General. Outdoor classrooms also enable bush foods and native gardens to be integrated into the school environment and critical components of sustainable practices within school curriculum.

These organising ideas are also embedded in the content descriptions of each learning area as appropriate. In the middle and senior schools, teachers also have access to similar resources suitable for the age ranges of their students. Develop processes for interschool sharing of good practices for embedding Indigenous perspectives within the school environment. In addition to this, celebrate Reconciliation Week annually and host events for the whole school community in support of the reconciliation process.

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.