Outline

Overview

In this unit students will explore in more depth, the theoretical and practical implications arising from the mandatory Aboriginal education policy. Students will Learn from Country by participating in local Aboriginal cultural and social activities and explore how local Aboriginal ways of knowing, doing and being reflect the diversity, vibrancy and resilience of Aboriginal peoples and cultures. Students will consider therole of community cultural wealth in developing and designing culturally responsive relationships-focused schooling to 'close the gap' between Aboriginal and non-Aboriginal communities.

Unit details and rules

Unit code	EDMT6641
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	24 credit points at 6000 level in the Master of Teaching (Secondary)
Corequisites ?	EDMT6012
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

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

Type	Description	Weight	Due	Length
Assignment	Learning from Country Reflection Construct a visual learning diary of LFC experiences.	30%	Week 01 Due date: 01 Aug 2022 at 23:59 Closing date: 16 Dec 2022	1350 words
Outcomes assessed:
Assignment	eLearning Digital Resource Design eLearning digital resource to support teachers	30%	Week 07 Due date: 12 Sep 2022 at 23:59 Closing date: 16 Dec 2022	1350 words
Outcomes assessed:
Assignment	Learning from Country on your Internship Apply your Learning from Country experiences to curriculum & pedagogy.	40%	Week 13 Due date: 31 Oct 2022 at 23:59 Closing date: 16 Dec 2022	1800 words
Outcomes assessed:

Assessment summary

1.Learning from Country Reflection – represent LFC experiences using a visual learning diary and analyse the connection to culturaly responsive pratice.

2.eLearning Digital Resource – resource consists of content, teaching/learning strategies, assessment ideas and resources. Demonstrate connection to professional teaching standards and Australian currciculum

3.Learning from Country during Internship. Analyse the schools engagement with the local Aboriginal community, teacher professional learning and design and evalaute two sequential lessons to teach during the internship

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

As per faculty policy

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	Current Aboriginal Studies/curriculum/ perspectives in state and national curriculum Aboriginal education and diverse community contexts resulting from colonization	Tutorial (12 hr)
Week -02	Intercultural communication and ethical parent/community interactions Community focused, place-based learning and teaching Pedagogical frameworks embedding community engagement	Tutorial (12 hr)
Week -03	Representations of Aboriginality, culture, and communities Ethical protocols including deep listening, cultural humility, and an ethics of care	Tutorial (12 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 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

MANDATORY PRE-COURSE READING, LISTENING & VIEWING

READ: Rose, D. (2015). The ‘silent apartheid’ as the practitioner’s blindspot. In Price, K. Aboriginal and Torres Strait Islander Education. (pp. 66-82). Cambridge University Press: Melbourne, Australia. [pdf provided]
LISTEN: Conversations: Aunties and Uncles. USyd Kinship module https://sydney.edu.au/about-us/ vision-and-values/our-aboriginal- and-torres-strait-islander- community/kinship-module.html
VIEW: Cop it Sweet https://www.youtube.com/watch?v=1sw0-2Tm6JU&ab_channel=Archi

RECOMMENDED

Dudgeon, P., Wright, M., Paradies, Y., Garvey, D., & Walker, (2014). Aboriginal Social, Cultural and Historical Contexts. In P. Dudgeon, H. Milroy & R. Walker. Working Together: Aboriginal and Torres Strait Islander Mental Health and Wellbeing Principles and Practice. (pp. 3-24). Barton, ACT: Commonwealth of Australia.

WEEK 1

Chalmers, G. (2005). The repercussions of representation. In J. Phillips & J. Lampert (Eds.), Introductory Indigenous studies in education (pp. 151-165). Frenchs Forest, NSW: Pearson Education Australia.

Riley, L., Sebastian, T., Bowen, B. (2022). Australian Indigenous Knowledges and Voices in Country. The Politics of Design-PRivelege 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.

Thorpe, K. (in press). Learning from Country: Aboriginal-led Country-centred learning for preservice teachers. In International Handbook of Educational Research in the Asia-Pacific region. [pdf provided]

Thorpe, K., Burgess, C., & Egan, S. (2021). Aboriginal Community-led Preservice Teacher Education: Learning from Country in the City. Australian Journal of Teacher Education, 46(1). Retrieved fromhttps://ro.ecu.edu.au/ajte/vol46/iss1/4

RECOMMENDED

Moodie, N. (2019). Learning about knowledge: threshold concepts for Indigenous studies in education. Australian Educational Researcher, 1-15. doi:http://dx.doi.org/10.1007/s13384-019-00309-3

Burgess C. (2022) Learning from Country: Aboriginal Community-Led Relational Pedagogies. In: Peters M.A. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_474-1

WEEK 2

Burgess, Thorpe, Egan & Harwood (in press) Towards a conceptual framework for Country-inspired teaching and learning. Teachers and Teaching. [pdf provided]

Harrison, N., & Skrebneva, I. (2020). Country as pedagogical: enacting an Australian foundation for culturally responsive pedagogy. Journal of Curriculum Studies, 52(1),c15-26

Yunkaporta, T., & Shillingsworth, D. (2020). Relationally Responsive Standpoint. Journal of Indigenous Research, 8(Article 4.) Available at: https://digitalcommons.usu.edu/kicjir/vol8/iss2020/4

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.

RECOMMENDED

Lowe, K., & Galstaun, V. (2020). Ethical challenges: The possibility of authentic teaching encounters with indigenous cross-curriculum content? Curriculum Perspectives, 40(1), 93–98

Maxwell, J., Lowe, K., & Slater, P. (2018). The re-creation and resolution of the ‘problem’ of Indigenous education in the Aboriginal and Torres Strait Islander cross-curriculum priority. Australian Educational Researcher, 45(2), 161-177

WEEK 3

Burgess, Thorpe, Egan & Harwood (in press) Learning from Country to conceptualise what an Aboriginal curriculum narrative might look like. Curriculum Perspectives. [pdf provided]

Harrison, N., Bodkin, F., Bodkin-Andrews, G., & Mackinlay, E. (2017) Sensational pedagogies: Learning to be affected by country, Curriculum Inquiry, DOI: 10.1080/03626784.2017.1399257

Bishop, M., & Durksen, T. (2020): What are the personal attributes a teacher needs to engage Indigenous students effectively in the learning process? Re-viewing the literature, Educational Research, DOI: 10.1080/00131881.2020.1755334

Lowe, K., Moodie, N., & Weuffen, S. (2021). Refusing Reconciliation in Indigenous Curriculum. In B. Green, P. Roberts and M. Brennan (Eds). Curriculum Challenges and Opportunities in a Changing World: Transnational Perspectives in Curriculum Inquiry. Cham, Springer International Publishing. pp. 71-86.

RECOMMENDED

Lowe, K., Skrebneva, I., Burgess, C., Harrison, N., & Vass, G. (2020). Towards an Australian model of culturally nourishing schooling. Journal of Curriculum Studies. DOI: 10.1080/00220272.2020.1764111

Burgess, C., & Evans, J. (2017). Culturally responsive relationships focused pedagogies: The key to quality teaching and quality learning environments. In J. Keengwe (Eds.), Handbook of research on promoting cross-cultural competence and social justice in teacher education. Hershey, PA: IGI Global. [pdf provided]

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 these have on children, students, teachers, curriculum, early childhood settings and schools
LO2. Critically reflect on Learning from Country local Aboriginal cultural immersion experiences so as to embed these in curriculum, pedagogy and daily teaching life
LO3. Investigate the diversity of Aboriginal community contexts impacting on schools, early childhood settings, students and their families and ways in which this can be embedded in curriculum and pedagogical practices
LO4. Demonstrate an understanding of the significance of Aboriginal community leadership in teacher professional learning, curriculum design, student engagement and school culture
LO5. Demonstrate use of culturally appropriate communication and ethical practices in parent/ community consultation, student engagement and teaching/learning strategies
LO6. Analyse the needs of Aboriginal children, families and communities, non-Aboriginal students learning in Aboriginal contexts, and school structures and curriculum, to guide ethical implementation of Learning from Country in teaching and learning
LO7. Design culturally responsive and inclusive Aboriginal studies/perspectives programs and teaching/learning and assessment strategies based on ethical community collaboration
LO8. Identify and apply the Australian Professional Standards for Teaching in the project of ongoing professional and lifelong learning in Aboriginal contexts

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. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 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) - 1.4.1. (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. 3.7.1. (Graduate) Describe a broad range of strategies for involving parents/carers in the educative process. 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) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 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. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 7.3.1. (Graduate) Understand strategies for working effectively, sensitively and confidentially with 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. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 3.7.1. (Graduate) Describe a broad range of strategies for involving parents/carers in the educative process. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 7.3.1. (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.3.1. (Graduate) Include a range of teaching strategies. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 7.3.1. (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
	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. 2.1.1. (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. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 3.3.1. (Graduate) Include a range of teaching strategies. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 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) - 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 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
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
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.
2.1.1		(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.
2.4.1		(Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
3.3.1		(Graduate) Include a range of teaching strategies.
3.5.1		(Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.7.1		(Graduate) Describe a broad range of strategies for involving parents/carers in the educative process.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
6.1.1		(Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
6.2.1		(Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
6.4.1		(Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
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.

Responding to student feedback

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

Minor adjustment to assessment tasks and due dates

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

Required readings

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

EDMT6641: Learning from Country

Intensive August, 2022 [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

Required readings

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