planning separate experiences to build understandings about Aboriginal perspectives and Torres Strait Islander perspectives working with colleagues to explore and examine best practice in this area involving children, families and the local community, e.g. build on interests and experiences involving/seeking support from available support people, e.g. an Aboriginal teacher aide, community elder or support worker, or a Torres Strait Islander teacher aide, community elder or support worker. Embedded phase This involves: building and continuing to build genuine partnerships with colleagues, children, families and the community that help you embed Aboriginal perspectives and Torres Strait Islander perspectives in meaningful and respectful ways integrating Aboriginal perspectives and Torres Strait Islander perspectives throughout the year and across a wide range of learning experiences. Focus questions Reflect on the following questions: What are your motivations for developing and implementing Aboriginal and Torres Strait Islander perspectives within your program/service context? What do you know about your local Aboriginal community or Torres Strait Islander community and/or how can you find out more? What are the protocols for engaging with local Aboriginal families and community members and Torres Strait Islander families and community members? How do you ensure the representations and ideas children explore about Aboriginal and Torres Strait Islander peoples are not based on stereotypes? How do you help children to understand that Aboriginal peoples and Torres Strait Islander peoples are different, and that they have diverse connections to their environment and language? How do you help children to understand the contributions of Aboriginal and Torres Strait Islander peoples, in the past and present and in our future? How can you move a step closer to embedding Aboriginal and Torres Strait Islander perspectives authentically within your program? Reference Adapted from: Department of Education and the Aboriginal and Torres Strait Arts, ‘Embedding Islander Perspectives in Queensland Government . Schools’,
planning separate experiences to build understandings about Aboriginal perspectives and Torres Strait Islander perspectives working with colleagues to explore and examine best practice in this area involving children, families and the local community, e.g. build on interests and experiences involving/seeking support from available support people, e.g. an Aboriginal teacher aide, community elder or support worker, or a Torres Strait Islander teacher aide, community elder or support worker. Embedded phase This involves: building and continuing to build genuine partnerships with colleagues, children, families and the community that help you embed Aboriginal perspectives and Torres Strait Islander perspectives in meaningful and respectful ways integrating Aboriginal perspectives and Torres Strait Islander perspectives throughout the year and across a wide range of learning experiences. Focus questions Reflect on the following questions: What are your motivations for developing and implementing Aboriginal and Torres Strait Islander perspectives within your program/service context? What do you know about your local Aboriginal community or Torres Strait Islander community and/or how can you find out more? What are the protocols for engaging with local Aboriginal families and community members and Torres Strait Islander families and community members? How do you ensure the representations and ideas children explore about Aboriginal and Torres Strait Islander peoples are not based on stereotypes? How do you help children to understand that Aboriginal peoples and Torres Strait Islander peoples are different, and that they have diverse connections to their environment and language? How do you help children to understand the contributions of Aboriginal and Torres Strait Islander peoples, in the past and present and in our future? How can you move a step closer to embedding Aboriginal and Torres Strait Islander perspectives authentically within your program? Reference Adapted from: Department of Education and the Arts, ‘Embedding Aboriginal and Torres Strait Islander Perspectives in Schools’, Queensland Government .
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