Independent Schools Queensland Independent Schools Queensland

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Aboriginal and Torres Strait Islander education

Independent Schools Queensland (ISQ) respectfully acknowledges past and present traditional owners. ISQ also acknowledges the contributions of Aboriginal and Torres Strait Islander Australians and non-Indigenous Australians to the education of all children and people in this country that we all live in and share together.


     

 

ISQ's role

Diversity is one of the key strengths of Queensland’s independent schooling sector. Learn more about how Queensland’s independent schools are implementing a range of strategies to improve educational outcomes for Aboriginal and Torres Strait Islander students and to foster greater understanding and respect for Indigenous peoples and cultures.

ISQ Aboriginal and Torres Strait Islander Education brochure

Government funding

ISQ provides targeted Indigenous education support to member schools through the Federal Government’s Reform Support Fund. This support focuses on:

  • student learning
  • incorporating Indigenous perspectives into education programs
  • school leadership and whole-school planning
  • school improvement
  • developing Indigenous teacher aides, teachers and emerging leaders
  • cultural awareness
  • Science, Technology, Engineering and Mathematics (STEM)
  • Vocational Education and Training (VET)
  • professional learning events and online resources.

Latest News & Events

Back to school 2019

January 2019 - Queensland independent schools are set to welcome more than 123,000 students in 2019 and are also well prepared for historic changes to the state's senior schooling and tertiary entrance systems which commence with Year 11s this year.

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Schools need to address the risks of Gonski 2.0

14 November 2018 - ISQ ED David Robertson speaks to the importance of schools addressing the risks in budgeting for volatility in Gonski 2.0 and ISQ's Director (Education Services) examines the value school leaders have on great teachers and great teaching.

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