1. It’s Still Everyone’s Business
Crossing Cultures
PowerPoint presentation — Speaker Notes
An introduction to embedding Aboriginal and Torres Strait Islander perspectives in schools
As the presenter, the focus of attention will be on you. Develop your talk in line with the PowerPoint, but also think about what you might say to engage people.
As you work through the PowerPoint ask people to join in, comment or ask questions. There are a couple of points at which it will be a good idea to actively solicit comment or contributions.
Note that this presentation replaces previous versions of “It’s Everyone’s Business” and is the first step in introducing the Crossing Cultures package. The presentation has been renamed “It’s Still Everyone’s Business”, as schools continue to Close the Gap in outcomes between Aboriginal peoples and Torres Strait Islander peoples and other Australians.
It is essential that all Australians have a sound understanding of Aboriginal and Torres Strait Islander perspectives. As a school leader, you have the opportunity to assist your staff in developing their understandings by using this presentation.
Crossing Cultures #
Title
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Suggestions 1
It’s Still Everyone’s Business
Crossing Cultures. It’s Still Everyone’s Business. An introduction to embedding Aboriginal and Torres Strait Islander perspectives in schools
Introduce yourself and the purpose and structure of the session.
The purpose: to introduce Crossing Cultures. Explain that it is a resource that has been developed with input from many Aboriginal and Torres Strait Islander stakeholders.
Schools/workplaces will find this a valuable resource for developing greater understanding of the inequalities that exist between Aboriginal and Torres Strait Islander peoples and non-Aboriginal and Torres Strait Islander peoples, and as a way to develop and improve educational outcomes in your school.
The structure: You want to begin by describing why the issue of improving outcomes for Aboriginal and/or Torres Strait Islander students is so important – it’s not just an Aboriginal peoples and Torres Strait Islander peoples issue, but an issue for all Australians.
It’s Still Everyone’s Business
An introduction to embedding Aboriginal and Torres Strait Islander perspectives in schools

2. It’s still everyone’s business
This presentation provides:
Statistics relevant to the education of Aboriginal peoples and Torres Strait Islander peoples of Queensland
An overview of government strategies and policies aimed at improving educational outcomes for Aboriginal peoples and Torres Strait Islander peoples
Suggested strategies and actions for schools to achieve this
Information about cross-cultural awareness activities in Education Queensland workplaces
As the title of the presentation suggests, it is incumbent on everyone involved in education to support greater educational outcomes for Aboriginal and/or Torres Strait Islander students.
Note:
Where the term Indigenous is used it refers to Aboriginal peoples and Torres Strait Islander peoples of Australia. Where possible schools should refer to Indigenous Australians as individual groups, i.e. Aboriginal peoples and Torres Strait Islander peoples. #
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Suggestions 2
Introduction
It’s Still Everyone’s Business
This presentation provides:
Statistics relevant to the education of Aboriginal and Torres Strait Islander Queenslanders
An overview of government strategies and policies aimed at improving educational outcomes for Aboriginal peoples and Torres Strait Islander peoples
Suggested strategies and actions for schools to achieve this
Information about cross-cultural awareness activities in Education Queensland workplaces. As the title of the presentation suggests, it is incumbent on everyone involved in education to support greater educational outcomes for Aboriginal and/or Torres Strait Islander students.
Introduce the topic.
You will:
provide little known facts that are good indicators of the situation
overview the many calls for action from governments, other groups and Aboriginal and Torres Strait Islander communities
introduce Embedding Aboriginal and Torres Strait Islander Perspectives in Schools (EATSIPS) and the Crossing Cultures toolkit
explore the variation in school contexts and the relevant strategies they may need to consider for action.
provide advice and support on how they can achieve their goals.

3. Some basic facts
Aboriginal peoples and Torres Strait Islander peoples live and work in diverse situations:
Major cities
32%
Inner regional
21%
Outer regional
22%
Remote
10%
Very remote
16% #
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Suggestions 3
Some Facts
Some basic facts
Aboriginal peoples and Torres Strait Islander peoples live and work in diverse situations:
Major cities 32%
Inner regional 21%
Outer regional 22%
Remote %
Very remote 16%
Discussion points:
Engage the audience to discuss why many Aboriginal peoples and Torres Strait Islander peoples live and work in major cities. (Jobs, housing, health care etc – similar needs to all Queenslanders.)
Explore the stereotypes of where Aboriginal peoples and Torres Strait Islander peoples reside and how they live.

4. Traditional and contemporary
Urbanisation does not mean loss of culture. Aboriginal peoples and Torres Strait Islander peoples, like other people, are evolving contemporary cultural forms and practices
Many Aboriginal peoples and Torres Strait Islander peoples maintain links to traditional culture, including ongoing contact with ‘country’ (traditional lands)
The traditional knowledge of Aboriginal peoples and Torres Strait Islander peoples, such as land management, is valuable to contemporary Australia #
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Suggestions 4
Urbanisation and Traditional Culture
Traditional and contemporary
Urbanisation does not mean loss of culture. Aboriginal peoples and Torres Strait Islander peoples, like other peoples, are evolving contemporary cultural forms and practices
Many Aboriginal peoples and Torres Strait Islander peoples maintain links to traditional culture, including ongoing contact with ‘country’ (traditional lands)
The traditional knowledge of Aboriginal peoples and Torres Strait Islander peoples, such as land management, is valuable to contemporary Australia
Discussion points:
Explore ways that Aboriginal peoples and Torres Strait Islander peoples maintain culture; strong kinship, cultural practices and maintenance of identity.
Explore the connection to country and the importance of Aboriginal peoples and Torres Strait Islander peoples maintaining contact with their traditional lands.
Discuss the concept of traditional knowledge and the importance it now plays in medicine, land management and cultural identity.

5. Why is it our business? Retention in 2008 (Aust):
Students
% Aboriginal and/or Torres Strait Islander
% Non-Aboriginal and Torres Strait Islander
to Yr 10
89.2 (3156)
99.8 (37122)
to Yr 11
67.0 (2577)
89.7 (35849)
to Yr 12
46.5 (1892)
75.6 (31006) #
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Suggestions 5
Why is it Our Business?
Discussion points:
Explore the impact of low education on future employment and career prospects. The social implications, the link to unemployment.
Discuss the variation in levels of education between Aboriginal peoples and Torres Strait Islander peoples and non-Aboriginal and Torres Strait Islander people.
Discuss the social reasons behind this – lack of educational opportunities for parents and grandparents, low expectations … what else might be behind this? Ask for ideas from the audience (have participants write down their suggestions then discuss ideas).
Discuss the attitudes towards Aboriginal and/or Torres Strait Islander students’ capabilities and career options, attitudes by Aboriginal peoples and Torres Strait Islander peoples and non-Aboriginal and Torres Strait Islander people towards education and achievement.
Why is it our business?
Retention in 2008:
Students
% Aboriginal and/or Torres Strait Islander
% Non-Aboriginal and Torres Strait Islander
to Yr 10
89.2 (3156)
99.8 (37122)
to Yr 11
67.0 (2577)
89.7 (35849)
to Yr 12
46.5 (1892)
75.6 (31006)
ABS, Schools Australia, 2008 (cat. no )
Low retention has long-term consequences for employment and training opportunities, and can lead to welfare dependency for Aboriginal and Torres Strait Islander youth.

6. AUSTRALIAN CAPITAL TERRITORY
Why is it our business?
Of the 168,803 Aboriginal and/or Torres Strait Islander students attending school in Australia in 2011, 143,839 (85.2%)were enrolled in government schools.
Queensland has more Aboriginal and/or Torres Strait Islander full-time students than any other state or territory : #
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Suggestions 6
Why is it Our Business?
Discussion points:
Is this information what you thought?
What does this mean for you as an educator?
You are very likely to teach Aboriginal and Torres Strait Islander children. Therefore all teachers need preparation for teaching Aboriginal and/or Torres Strait Islander students. Such preparation needs to acknowledge and respond to the needs of urban Aboriginal and Torres Strait Islander students, as well as those who live in rural and remote areas
State or Territory
Full-time Aboriginal and/or Torres Strait Islander Students in 2008
QUEENSLAND
44659
NEW SOUTH WALES
44605
WESTERN AUSTRLIA
22843
NORTHERN TERRITORY
15893
VICTORIA
8841
SOUTH AUSTRALIA
8634
TASMANIA
5017
AUSTRALIAN CAPITAL TERRITORY
1177
ABS, Schools Australia, 2011 (4221.0)

7. Why is it our business? Education does impact on life expectancy.
The gap between Aboriginal peoples and Torres Strait Islander peoples and Non-Aboriginal and Torres Strait Islander peoples life expectancy:
years for males
- 9.7 years for females
‘Life expectancy is a broad indicator of a population’s long-term health and wellbeing. It can be affected by outcomes across the framework [including] … levels of income and education …’
Productivity Commission, Overcoming Aboriginal and Torres Strait Islander Disadvantage, Key Indicators, 2009 #
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Suggestions 7
Why is it Our Business?
Why is it our business?
Education can impact on life expectancy. The gap between Aboriginal peoples and Torres Strait Islander peoples and non-Aboriginal and Torres Strait Islander peoples life expectancy:
11.5 years for males
9.7 years for females
Life expectancy is a broad indicator of a population’s long-term health and wellbeing. It can be affected by outcomes across the framework [including] … levels of income and education …’
Discussion points:
Research indicates that people with higher educational achievement live longer and have better health.
Improve education – improve life expectancy.
Education = Life Opportunity

8. Why is it our business?
The Aboriginal peoples and Torres Strait Islander peoples population has a different profile from the overall population:
% Aboriginal and/or Torres Strait Islander
% Non-Aboriginal and Torres Strait Islander
Children aged 0-14 years 39 20
Year 12 completion
(20-24 year olds) 31 76
Non-school qualifications
29.5
46.4
Household access to Internet
47.4
66.5 #
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Suggestions 8
Demographic Profile
Discussion points:
Ask people to take a few minutes to study the table which compares Aboriginal and Torres Strait Islander and non-Aboriginal and Torres Strait Islander young people (school age) as a percentage; shows the large gap in completion of Year 12 for 2008; percent of year olds with non-school qualifications; and the comparative disadvantage with access to the internet and associated opportunities .
Ask for comments and observations about this data.
You are looking for two answers to this slide:
The percentage of Aboriginal and Torres Strait Islander students will increase in coming years.
Disparity between Aboriginal and Torres Strait Islander student attainment of qualifications (20-24 year olds are considered to be the cohort gaining non-school qualifications).
There may also be some other comments about the reasons that the gap is closing – data changes
Educational attainment is associated with improved employment prospects and has implications for economic independence.
In 2008, there were 327,100 Aboriginal and/or Torres Strait Islander people aged 15 years and over, of who one in five (20%) had completed Year 12 or equivalent. The proportion of Aboriginal and /or Torres Strait Islander people who had completed Year 12 or equivalent increased from 17% in 2002 to 20% in There was a corresponding decrease in the proportion of people who had completed Year 9 or below (42% in 2002 compared to 35% in 2008), indicating a higher proportion of young people are continuing with their studies.
In 2008, younger Aboriginal peoples and Torres Strait Islander peoples were more likely than older Aboriginal peoples and Torres Strait Islander peoples to have completed Year 12, reflecting upwards movement in educational attainment in the Australian population.
Non-school qualifications are awarded for educational attainments other than those obtained at school, but include vocational education and training and/or university qualifications. In 2008, almost 1/3 (32%) of Aboriginal peoples and Torres Strait Islander peoples aged 15 years and over had a non-school qualification, this is a growth of 6% since 2002.
Of Aboriginal peoples and Torres Strait Islander peoples aged years, 32% has a non-school qualification in 2002 compared to 40% in 2008, whereas 61% of non-Aboriginal and Torres Strait Islander people had non-school qualifications in 2008.
Source: ABS, National Aboriginal and Torres Strait Islander Social Survey, 2008 (4714.0)
ABS, Schools Australia, 2008 (4221.0), Australian Social Trends, 2008 (4102.0) 

9. Demographics # Title Text Suggestions 9 Discussion points:
Demographic Profile
Age profile of the Aboriginal and Torres Strait Islander population
The graph shows the age structures of the Aboriginal and Torres Strait Islander and non-Aboriginal and Torres Strait Islander populations. The Aboriginal and Torres Strait Islander population has a younger age structure than the non-Aboriginal and Torres Strait Islander population.
In 2006, 37.6 per cent of the Aboriginal and Torres Strait Islander population was
aged 14 years or less, compared to 19.1 per cent of the non-Aboriginal and Torres Strait Islander population (ABS 2008a).
The disparity between the Aboriginal and Torres Strait Islander population and non-Aboriginal and Torres Strait Islander age profiles reflects the gap in life expectancy.
While there is a difference in fertility between Aboriginal peoples and Torres Strait Islander peoples and non-Aboriginal and Torres Strait Islander people, the fundamental reason for the different profiles is the higher premature death rate experienced by the Aboriginal and Torres Strait Islander population.
Discussion points:
Ask people to take a few minutes to study the graph which compares Aboriginal and Torres Strait Islander and non-Aboriginal and Torres Strait Islander populations.
Ask for comments and observations about this data.
You are looking for two answers to introduce the this
slide:
The percentage of Aboriginal and Torres Strait Islander students will increase in coming years.
Most teachers will teach Aboriginal and Torres Strait Islander students.
There may also be some other comments which will be interesting or useful.
Source: ABS (2008a) Experimental Estimates of Aboriginal and Torres Strait Islander Australians, June 2006,
Cat. no , Canberra; table A.1 of appendix 3.

10. (Council of Australian Governments)
Closing the Gap
COAG targets
(Council of Australian Governments)
halve the gap in reading, writing and numeracy achievements for Aboriginal and/or Torres Strait Islander children within a decade
halve the gap for Aboriginal and/or Torres Strait Islander students in year 12 attainment or equivalent attainment rates by 2020 #
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Suggestions 10
Closing The Gap
Discussion points:
Federal and state initiatives
Emphasis on reading and writing – core competencies
Progress and achievement to Year 12
Higher education focus – tertiary or vocational
Other initiatives include the Higher Education Participation and Partnership Program (HEPPP)– a tertiary program to increase low Socio economic students tertiary aspirations – in Queensland the Aboriginal and Torres Strait Islander cohort is being specifically targeted. A partnership between DETE and Queensland Universities.
Closing the Gap
Q2 targets (Tomorrow's Queensland)
COAG targets (Council of Australian Governments)
halve the gap in reading, writing and numeracy achievements for Aboriginal and/or Torres Strait Islander children within a decade
halve the gap for Aboriginal and/or Torres Strait Islander students in year 12 attainment or equivalent attainment rates by 2020
Q2 targets (Tomorrow's Queensland)
3 out of 4 Queenslanders will hold trade, training or tertiary qualifications
Progress measures
Year 3, 5 and 7 reading, writing and numeracy
Year 12 or equivalent certification
3 out of 4 Queenslanders will hold trade, training or tertiary qualifications
Progress measures
Year 3, 5 and 7 reading, writing and numeracy
Year 12 or equivalent certification

11. Closing the Gap – Queensland
The Queensland Government's actions and projects will support the following strategies:
develop responses for improved reading, writing and numeracy outcomes for all ages
increase young people's engagement with school or other learning pathways
ensure curriculum is relevant and flexible
improve teacher and school leader quality and support, particularly for remote Queensland schools #
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Closing The Gap in Queensland
Closing the Gap –Queensland
The Queensland Government’s actions and projects will support the following strategies:
develop responses for improved reading, writing and numeracy outcomes for all ages
increase young people’s engagement with school or other learning pathways
ensure curriculum is relevant and flexible
improve teacher and school leader quality and support, particularly for remote Queensland schools.
Discussion points:
the role of educators in delivering these outcomes
how understanding Aboriginal and Torres Strait Islander communities and peoples can assist in improving outcomes
introduce EATSIPS

12. Embedding Aboriginal and Torres Strait Islander Perspectives in Schools
Embedding Aboriginal and Torres Strait Islander Perspectives in Schools (EATSIPS) supports teachers to include Aboriginal and Torres Strait Islander perspectives in units of work and is a key component to ensuring improved outcomes for Aboriginal and/or Torres Strait Islander students.
Priority action areas include professional development of all Education Queensland employees in cultural awareness, using Crossing Cultures resources. #
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Suggestions 12
Embedding Aboriginal and Torres Strait Islander Perspectives in Schools
Discussion points:
support for teachers
professional development
cultural resources

13. Embedding Aboriginal and Torres Strait Islander Perspectives in Schools
The EATSIPS Guidelines is a practical guide for administrators and educators to ensure inclusive school practices
Inclusion of Aboriginal and Torres Strait Islander perspectives within the whole school environment requires processes and practices to be embedded within four distinct areas of the school:
Personal and professional accountabilities
Organisational environment
Community partnerships
Curriculum and pedagogy #
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Suggestions 13
EATSIPS
Embedding Aboriginal and Torres Strait Islander Perspectives in Schools
The EATSIPS guidelines is a practical guide for administrators and educators to ensure inclusive school practices.
Inclusion of Aboriginal and Torres Strait Islander perspectives within the whole school environment requires processes and practices to be embedded within four distinct areas of the school:
Personal and professional accountabilities
Organisational environment
Community partnerships
Curriculum and pedagogy
Discussion points:
EATSIPS is about celebrating Aboriginal and Torres Strait Islander ways of viewing the world: people, places and things and their interrelationships.
It offers students and teachers the chance to share and acknowledge the history and heritage of Aboriginal and Torres Strait Islander Queenslanders, and will enrich our appreciation of this unique part of Australia's cultural heritage.

14. A cycle of learning
Embedding Aboriginal and Torres Strait Islander perspectives is a cycle of learning involving:
Understanding of students, community, Aboriginal and Torres Strait Islander protocols and knowledge frameworks
Understanding languages and appropriate language usage
Curriculum, assessment and reporting
School culture and environment
Strong community partnerships #
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Cycle of Learning
A cycle of learning
Embedding Aboriginal and Torres Strait Islander perspectives is a cycle of learning involving:
Understanding of students, community, Aboriginal and Torres Strait Islander protocols and knowledge frameworks
Understanding languages and appropriate language usage
Curriculum, assessment and reporting
School culture and environment
Strong community partnerships
To embed an Aboriginal and Torres Strait Islander perspective in the curriculum is an ongoing cycle of learning.
The EATSIPS Guidelines will:
• give you some background information
• give you ideas for appropriately embedding Aboriginal and Torres Strait Islander perspectives in the classroom
• direct you to many resources and web links that will
assist you in this process.
Refer to the EATSIPS Online professional development modules via this link:
While challenging, it is also a very rewarding process.

15. Suggested school strategies
Unpack and implement the EATSIPS guideline
Support cultural specific professional development for teachers and other staff including Crossing Cultures, Hidden History - the Big Picture.
Engage with the community through school activities, orientation programs and cultural excursions
Collaborative curriculum, pedagogy and assessment planning
Employment, career development and succession planning of Aboriginal and/or Torres Strait Islander staff #
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Suggestions 15
Suggested Strategies
Begin with the EATSIPS Guidelines to identify the specific strategies relevant to your school.
Embedding Aboriginal and Torres Strait Islander perspectives is a cycle of learning that involves:
Unpacking and implementing the EATSIPS guidelines
Using Crossing Cultures resources
Engaging with the community through school activities, orientation programs and cultural excursions
Supporting cultural specific professional development for teachers and other staff
Collaboratively developing curriculum, pedagogy and assessment
Employment, career development and succession planning of Aboriginal and Torres Strait Islander staff
Refer to your schools EATSIPS Strategies for Success and Implementation Plan to define how your school is embedding Aboriginal and Torres Strait Islander perspective in the curriculum on an ongoing cycle of learning.

16. Factors to consider in developing school responses
Scale of Aboriginal and/or Torres Strait Islander enrolment
School location and size
Community context and socio-economic profile
Students − health status, language background, age and gender
Teaching workforce − experience, expertise and expectations #
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Suggestions 16
School Response
Individual schools will have different responses to teaching Aboriginal and Torres Strait Islander students and working with community because of these factors:
Scale of Aboriginal and/or Torres Strait Islander enrolment
School location and size
Community context and socio-economic profile
Students − health status, language background, age and gender
Teaching workforce − experience, expertise and expectations
As for previous slide:
Refer to your schools EATSIPS Strategies for Success and Implementation Plan to define how your school is embedding Aboriginal and Torres Strait Islander perspective in the curriculum on an ongoing cycle of learning.
Discuss the school context and why its is important to know your students, your community and yourself in delivering a culturally responsive curriculum.

17. Percent of all Queensland schools
Five levels of schools by Aboriginal and/or Torres Strait Islander student enrolment (3)
Level
Percent (Total Number) identifying as Aboriginal and/or Torres Strait Islander students
Percent of all Queensland schools 1
(113)
9.1 2
< (391)
31.6 3
5 – 19 (568)
45.9 4
20 – 60 (132)
10.7 5
(33)
1237
2.7 #
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Suggestions 19
School Response
Level 4 and 5 (More than 20% of Identifying Aboriginal and/or Torres Strait Islander Students)
Level 4 and 5 schools — more than 20% of students identify as Aboriginal and/or Torres Strait Islander
Suggested Strategies:
Ensure Embedding Aboriginal and Torres Strait Islander Perspectives in Schools document informs school practice.
Develop strong and effective school–community partnerships.
Foster high expectations of teachers for Aboriginal and/or Torres Strait Islander students in the school and the community.
Plan and organise a staff induction program (at least one day program for remote schools).
Provide comprehensive orientation programs (throughout the year) with community involvement.
Use Crossing Cultures resources to support teaching and learning initiatives.
Provide specific professional development in language teaching strategies for ESL (English as a Second Language) students.
Encourage collaborative program planning to agree on common emphases, strategies, tasks and performance criteria.
Develop an approach to student support which emphasises high outcome expectations and increased independence.
Build effective relations with community teachers, teacher aides and Aboriginal and Torres Strait Islander support staff.
Undertake workshops from What Works program.
Responses
Relate this data to your school.
Ask do you know who the Aboriginal and/or Torres Strait Islander students are in your class school?
Plan to implement some of the suggested strategies.
Context
Prioritise home–school linkages and effective use of Aboriginal and/or Torres Strait Islander support staff..
Cultures
Acknowledge and respect local cultures and knowledge, and ensure their inclusion in the life of the school.
Classrooms
Make high expectations for Aboriginal and/or Torres Strait Islander students the rule. Plan with and effectively utilize the skills of Aboriginal and/or Torres Strait Islander staff. Increase knowledge and skills to support the embedding of Aboriginal and Torres Strait Islander perspectives in teaching and learning.
Curriculum
Ensure language and cultural issues are catered for in curriculum, pedagogy and assessment.
Embed Aboriginal and Torres Strait Islander perspectives across the curriculum.
Provide intensive support for students to enable successful transitions across the phases of learning.
Communities
Value and use the cultural knowledge of Elders to enhance Aboriginal and Torres Strait Islander group identity.
Build and maintain positive community relationships, by respecting community values and observing cultural protocols.
Celebrations
Participate actively in community events.

18. Similar responses for all levels
Instil high expectations for Aboriginal and/or Torres Strait Islander students
Cater for language and cultural inclusions in curriculum, pedagogy and assessment
Develop local learning experiences to engage students and staff with local communities
Acknowledge, respect and engage with local cultures and protocols
Embed Aboriginal and Torres Strait Islander perspectives in key learning areas
Participate in and initiate community cultural events
Invite Aboriginal and/or Torres Strait Islander role models or mentors into the classroom #
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Suggestions 20
School Responses for All Schools
All schools have a responsibility under the Queensland Reconciliation Action Plan to embed Aboriginal and Torres Strait Islander Perspectives.
Actions that are common to all include:
Instil high expectations for Aboriginal and/or Torres Strait Islander students
Cater for language and cultural issues in curriculum, pedagogy and assessment
Develop local learning experiences to engage students with local communities
Acknowledge and respect local cultures and protocols
Embed Aboriginal and Torres Strait Islander perspectives in key learning areas
Participate in community cultural events
Invite Aboriginal and Torres Strait Islander role models or mentors into the classroom
Outline your school’s response to the common elements.
Refer to the EATSIPS Online professional development modules via this link:
Brainstorm the schools response to the suggested activities provided on the slide.
Add these responses to the school’s EATSIPS Implementation Plan.
Conclude the presentation with the statement , “Its’ still everyone’s business at …… school”.

19. Resources The Crossing Cultures package includes:
It’s Still Everyone’s Business – an introduction to embedding Aboriginal and Torres Strait Islander perspectives in schools
The Big Picture – Hidden History workshop: a set of workshop posters that provide a medium for interactive discussion, analysis and reflection as you journey from the past to the present
A Reference Guide which provides an historical timeline and case studies
Other Resources include:
Holistic Planning and Teaching Framework − an engagement tool for teachers, students, parents/caregivers and communities
What Works material
Go through the following slides reasonably quickly. Their
purpose is to attract interest. Their main impact is visual

20. Workshop posters
The Big Picture – Hidden History provides a medium for interactive discussion and analysis

21. The Big Picture – Hidden History workshop
The Big Picture – Hidden History is an interactive workshop delivered by trained facilitators. The workshop is designed to:
Expand your knowledge and understanding of Aboriginal peoples and Torres Strait Islander peoples diverse cultures
Explore attitudes, beliefs and values
Myth busting
Connect to the principles of effective learning and teaching:
Contact your local regional office to engage a facilitator.

22. Holistic Framework
The Holistic Planning and Teaching Framework is a tool to support:
Teacher planning – units of work / lessons, including C2C
Examination of sensitive issues in a non-confrontational manner
Introduction of new topics to students
Student engagement, focus and direction
Development of resources
Community engagement
Teacher induction

23. What Works program
What Works is an Australian Government initiative to support Aboriginal and/or Torres Strait Islander students in schools through workshop delivery.
More information is available on

24. Other resources Other resources include:
Online courses to support teachers and students
Websites – Recommended: North Coast Region Hidden Histories Project:
(NB. This resource has been developed utilising local knowledge of the Fraser Coast and Bundaberg communities. Schools in these districts should check with community Elders before using this resource for teaching purposes.)
Publications
Aboriginal and Torres Strait Islander Commission As a Matter of Fact: answering the myths and misconceptions about Indigenous Australians. Council for Aboriginal Reconciliation Walking Together.
Human Rights and Equal Opportunity Commission. Bringing Them Home.
Contacts:
Indigenous Schooling Support Unit, Central Southern Queensland by issucsq.dete.qld.gov.au ph:
Indigenous Schooling Support Unit, Far North Queensland at: ph