Outline

Overview

This unit of study is the second core unit in Aboriginal Education in the Secondary Master of Teaching program. By participating in local Country-centred, Aboriginal community led socio-cultural experiences, preservice teachers will develop their critical consciousness to better understand the diversity, strength and resilience of Aboriginal peoples, communities, and cultures. Through experiencing Aboriginal ways of knowing, being and doing, preservice teachers will develop culturally responsive, relationships-focused curriculum and pedagogical practices to improve Aboriginal and non-Aboriginal student outcomes when they become teachers.

Unit details and rules

Unit code	EDMT6022
Academic unit	Education
Credit points	4
Prohibitions ?	None
Prerequisites ?	72 credit points including EDMT6629 and EDMT6500 and EDMT6019
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Catherine Burgess, cathie.burgess@sydney.edu.au
Tutor(s)	Catherine Burgess, cathie.burgess@sydney.edu.au
	Zana Jabir, zana.jabir@sydney.edu.au
	Valerie Harwood, valerie.harwood@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	LFC Reflection & Analysis Construct a blogpost with visual evidence of your participation	40%	Week 02 Due date: 13 Aug 2023 at 23:59 Closing date: 15 Dec 2023	1200 words
Outcomes assessed:
Assignment	Internship Report Apply Learning from Country experiences, learning and skills to internship	60%	Week 12 Due date: 29 Oct 2023 at 23:59 Closing date: 15 Dec 2023	1800 words
Outcomes assessed:

Assessment summary

Detailed information for each assessment can be found on Canvas

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Consistently strong and ongoing demonstration and evidence of superior organisational and conceptual skills. The work is extremely well conceived, coherent, logical, original and lucid as well as professionally prepared. Impressive and original depth of understanding of the content and discipline is displayed. Information is gathered from a wide range of current & relevant sources beyond the core materials. Convincing synthesis of evidence, critical analysis and understanding of multiple perspectives to formulate a coherent argument. Critical assessment and analysis of the relationship between theory, research and practice. Possible insightful and/or original deployments of theory or theoretical concepts. Implications for personal and professional practice are carefully considered and explored. Work potentially worth dissemination and/or postgraduate study.
Distinction	75 - 84	Consistently strong and ongoing demonstration of very good organisational and conceptual skills. The work is well conceived, coherent, logical and lucid as well as professionally prepared. Thorough and comprehensive understanding of the content and/or discipline gathered from a wide range of current & relevant sources beyond the core materials. Convincing synthesis of evidence, critical analysis and understanding of multiple perspectives to formulate a coherent argument. Insightful critique or consideration of relationship between theory, research and practice. Personal / professional implications for practice considered.
Credit	65 - 74	Strong organizational & conceptual skills and evidence that the task is logical and coherent and professionally prepared. Considers topics and issues in the broader disciplinary context. Evidence of having read current and relevant sources beyond the core materials. Credible argument making relevant use of evidence, analysis and understanding. Able to apply concepts and draw and justify conclusions. Critical or evaluative discussion/thinking about links between theory, research and practice.
Pass	50 - 64	Demonstrates task organization and conceptual understanding in a style which is mostly logical, coherent and flowing. Clear understanding of topic. Demonstrates understanding of materials presented in core texts and readings. Demonstrates some evidence of analytical and evaluative skills. Able to apply fundamental concepts and draw and justify conclusions. Beginning to develop critical reflection and analysis of practice through theory and research. Relevant concepts etc applied in a generally appropriate and thoughtful way.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard. Attempts are made to demonstrate a logical & coherent understanding of the assessment task but some aspects may be confused or undeveloped. Limited understanding of topic with serious gaps or errors. Demonstrates little evidence of having read materials presented in core texts & readings. Little or no evidence of analytical and evaluative skills. Fails to draw on fundamental concepts and to justify conclusions. Very little or no consideration of the relationships between theory, research and practice.

For more information see sydney.edu.au/students/guide-to-grades

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week -01	• Conceptualising Learning from Country (LFC) • Aboriginal & Torres Strait Islander CCP • Curriculum Analysis & construction	Block teaching (8 hr)
Week -02	• Contexts • Language & Discourse • Aboriginal community protocols & engagement • Resources	Block teaching (8 hr)
Week 01	• Western & Indigenous knowledges • Aboriginal student learners • Pedagogical frameworks	Block teaching (8 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 4 credit point unit, this equates to roughly 80-100 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Critically analyse representations of Aboriginal people, culture and communities and the impact of these on students, teachers, curriculum and schools
LO2. Critically reflect on Country-centred, Aboriginal community led socio-cultural experiences to develop a critical cultural consciousness and a relationally responsive approach to teaching in diverse contexts
LO3. Investigate the diversity of Aboriginal community contexts impacting on schools, students and their families and ways in which this can be embedded in curriculum and pedagogical practices
LO4. Demonstrate the use of culturally appropriate communication and ethical practices in parent/ community consultation, student engagement and teaching/learning strategies
LO5. Analyse the learning needs of Aboriginal and non-Aboriginal students, and evaluate school structures, curriculum and pedagogies to guide ethical and culturally responsive implementation in local school-community contexts
LO6. Design culturally responsive and inclusive Aboriginal curricular, pedagogies and assessment strategies based on ethical community collaboration and Learning from Country principles

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.4. Strategies for teaching Aboriginal and Torres Strait Islander students. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 7.1. Meet professional ethics and responsibilities 7.3. Engage with the parents/carers
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 3.7. Engage parents / carers in the educative process 7.1. Meet professional ethics and responsibilities
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 3.1. Establish challenging learning goals 3.2. Plan, structure and sequence learning programs 3.3. Use teaching strategies 3.4. Select and use resources 3.5. Use effective classroom communication 3.6. Evaluate and improve teaching programs 3.7. Engage parents / carers in the educative process 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 4.2. Manage classroom activities 7.1. Meet professional ethics and responsibilities 7.3. Engage with the parents/carers
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1. Physical, social and intellectual development and characteristics of students. 1.2. Understand how students learn. 1.3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 2.1. Content and teaching strategies of the teaching area 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 2.6. Information and Communication Technology (ICT) 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3.1. (Graduate) Include a range of teaching strategies. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.7. Engage parents / carers in the educative process 4.1. Support student participation 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions. 4.3. Manage challenging behaviour 4.5. Use ICT safely, responsibly and ethically 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.2. Engage in professional learning and improve practice 6.3. Engage with colleagues and improve practice 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.3.1. (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.2		Understand how students learn.
1.3		Students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4		Strategies for teaching Aboriginal and Torres Strait Islander students.
1.4.1		(Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
1.5		Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
2.1		Content and teaching strategies of the teaching area
2.1.1		(Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2		Content selection and organisation
2.2.1		(Graduate) Organise content into an effective learning and teaching sequence.
2.3		Curriculum, assessment and reporting
2.3.1		(Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.4		Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.4.1		(Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5		Literacy and numeracy strategies
2.6		Information and Communication Technology (ICT)
3.1		Establish challenging learning goals
3.1.1		(Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2		Plan, structure and sequence learning programs
3.2.1		(Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3		Use teaching strategies
3.3.1		(Graduate) Include a range of teaching strategies.
3.4		Select and use resources
3.4.1		(Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5		Use effective classroom communication
3.5.1		(Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.6		Evaluate and improve teaching programs
3.6.1		(Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
3.7		Engage parents / carers in the educative process
4.1		Support student participation
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2		Manage classroom activities
4.2.1		(Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3		Manage challenging behaviour
5.1		Assess student learning
6.1		Identify and plan professional learning needs
6.1.1		(Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
6.2		Engage in professional learning and improve practice
6.3.1		(Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
6.4		Apply professional learning and improve student learning
6.4.1		(Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
7.1		Meet professional ethics and responsibilities
7.3		Engage with the parents/carers
7.4		Engage with professional teaching networks and broader communities

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDMT6022: Learning from Country

Intensive August, 2023 [Block mode] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect