School and Community partnerships

Aboriginal and Torres Strait Islander principles and protocols

NSW syllabuses incorporate content about important learning areas, called Priorities. The Aboriginal and Torres Strait Islander histories and Cultures Priority supports students to develop their knowledge of the world's oldest continuous living Cultures. This priority encompasses the concepts of Country and Place, People, Culture and identity. 

Schools and teachers should work in partnership with their local Aboriginal Community(ies). This includes planning, programming and delivery of:

• Aboriginal Languages K–10 and Stage 6 syllabuses
• Aboriginal Studies 7–10 and 11–12 syllabuses
• all syllabuses with Aboriginal and Torres Strait Islander Priorities content.

Partnerships support successful learning outcomes for all students. Understanding key Aboriginal and Torres Strait Islander principles and protocols supports schools to implement this content.

Principles

Principles of Cultural safety are founded on respectful behaviours and integrity. Some consistent principles associated with the teaching of Aboriginal and Torres Strait Islander histories and Cultures include:

• respect for, and protection of, the knowledge and Cultural expressions of Aboriginal and Torres Strait Islander Peoples
• the rights of Aboriginal and Torres Strait Islander Peoples to self-determination
• ongoing consultation with Aboriginal and Torres Strait Islander Knowledge holders, Custodians and stakeholders
• reciprocity between education providers and Communities
• commitment to long-term improvement and partnership
• engagement with stakeholders focusing on cultural safety
• recognition of Indigenous Cultural and Intellectual Property (ICIP).

Protocols

In NSW, protocols may differ between local Aboriginal Communities, but they could share some commonalities. The following are some broad, commonly observed protocols within Aboriginal Communities:

• respect for Elders in decision-making processes
• respect for the roles of men and the roles of women
• collective Custodianship by Traditional owners of Country and Cultural knowledges
• arrival at decisions by consensus
• awareness of on-Country and off-Country obligations
• the right to observe Cultural responsibilities and obligations, eg to care for Country and to pass on Cultural knowledges. 

Further information

For more information and support, school representatives can contact:

• their local Aboriginal Education Consultative Group (AECG)
• Aboriginal Education consultants within school sectors
• local Aboriginal Land Councils
• Aboriginal Language centres.

You can download Working with Aboriginal Communities: A Guide to Community Consultation and Protocols (2008) (PDF 1.09MB).