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

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

Teaching staff

Coordinator	Catherine Burgess, cathie.burgess@sydney.edu.au

Assessment

The census date for this unit availability is 8 August 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	LFC Reflection & Analysis Construct a blogpost with visual evidence of your LFC experiences	40%	Week 01 Due date: 10 Aug 2025 at 23:59	1200 words	AI allowed
Outcomes assessed:
Written work	Internship Report Apply Learning from Country experiences, learning and skills to internship	60%	Week 09 Due date: 12 Oct 2025 at 23:59	1800 words	AI allowed
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 guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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 University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity	Learning outcomes
Week -01	• Conceptualising Learning from Country (LFC) Pedagogical Frameworks • Aboriginal & Torres Strait Islander CCP • Aboriginal Student learners	Block teaching (12 hr)
Week -02	• Western & Indigenous Knowledges • Language & Discourse • Aboriginal community protocols & engagement • Resources Curriculum & Pedagogy	Block teaching (12 hr)

Attendance and class requirements

90% face to face attendance required to pass the course. Attendance at Learning from Country activities compuslory

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.

Required readings

HIGHLY RECOMMENDED BOOKS (available from Fisher Library or purchase)

Captain, K., & Burgess, C. (2022). ‘Be that Teacher who makes a Difference and Lead Aboriginal Education for all Students’. Ultimate World Publishing. Order on-line https://www.kyliecaptain.com.au/store/ ($30 inc. postage-discount code EDMT6022)
Thorpe, K., Burgess, C., Egan, S., & Harwood, V. (2025). Aboriginal Community-Based Educators teaching the teachers. Learning from Country in the City. Springer. https://link.springer.com/book/10.1007/978-981-96-1769-2

PRE-READING – 6022 & 3135 – TO BE DONE BEFORE THE COURSE STARTS.

VIEW: Cop it Sweet https://www.youtube.com/watch?v=1sw0-2Tm6JU&ab_channel=Archi

Svagelli. L. (2018). “We’re only a small patch in a big city, but on our patch of dirt, we’re seeing pretty amazing changes” An analysis of the impact of changing Aboriginal-Police relationships in Redfern. Unpublished PIP (PDF supplied)

Captain, K., & Burgess, C. (2022). ‘Be that Teacher who makes a Difference and Lead Aboriginal Education for all Students’. Ultimate World Publishing. Chapter 1 (PDF supplied)

Pontaoe, C., Burgess, C., Harwood, H. (2024) Engaging Hearts to Engage Minds. Blogpost for Australian Association for Research in Education. Access via this link: AARE Blog

WEEK 1 6022 & 3135

Thorpe, K., Burgess, C., Egan, S., & Harwood, V. (2025). Chapter 2: Why Learning from the Country in the City. In Authors 2025 Aboriginal Community-Based Educators teaching the teachers. Learning from Country in the City. Springer. pp23-64.(PDF supplied)

Riley, L., Sebastian, T., Bowen, B. (2022). Australian Indigenous Knowledges and Voices in Country. The Politics of Design-Privilege and Prejudice in Aotearoa New Zealand, Australia and South Africa. Edited by: Federico Feschi, Jane Venis and Farieda Nazier. The online version has been finalised and is available at this link: https://issuu.com/opresearch/docs/the_politics_of_design.

Moore, K. (2024). Know Your Place. BlakOut, Issue 2, p31-59. https://supra.net.au/blakout-journal/

WEEK 2 6022 & 3135

Lowe, K., & Yunkaporta, T. (2013). The inclusion of Aboriginal and Torres Strait Islander content in the Australian National Curriculum: a cultural, cognitive and socio-political evaluation. Curriculum Perspectives, 34(3), 27-38.

Burgess, Thorpe, Egan & Harwood (2022) Towards a conceptual framework for Country-inspired teaching and learning Teachers and Teaching. https://doi.org/10.1080/13540602.2022.2137132

Burgess, C., & Thorpe, K. (2024) How teachers can use the Learning from Country Framework to build an Aboriginal curriculum narrative for students. Journal of Professional Learning NSW Teachers Federation. https://cpl.nswtf.org.au/journal/semester-1-2024/how-teachers-can-use-the-learning-from-country-framework-to-build-an-aboriginal-curriculum-narrative-for-students/

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.
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.
2.2.1		(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		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.
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
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2.1		(Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3		Manage challenging behaviour
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.
6.4.1		(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.

updated from student feedback

Additional information

Site visit guidelines

Application of community, cultural protocols as per explained in class

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

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Burgess, Thorpe, Egan & Harwood (2022) Towards a conceptual framework for Country-inspired teaching and learning Teachers and Teaching. https://doi.org/10.1080/13540602.2022.2137132

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDMT6022: Learning from Country

Intensive July - August, 2025 [Block mode] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Burgess, Thorpe, Egan & Harwood (2022) Towards a conceptual framework for Country-inspired teaching and learning Teachers and Teaching. https://doi.org/10.1080/13540602.2022.2137132

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links