Outline

Overview

Students develop a deep understanding of the theoretical and practical applications of collaborating with their local Aboriginal communities in order to better meet needs of their students, families and communities, and embed this into the structure and culture of their schools.

Unit details and rules

Unit code	EDPL6002
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Christine Evans, christine.evans@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	CRITICAL ANALYSIS & REFLECTION Analysing and reflecting on Aboriginal community engagement	40%	Week 05 Due date: 20 Mar 2023 at 23:59	2400 words
Outcomes assessed:
Assignment	CRITICAL REVIEW OF LITERATURE A critical review on representation of Aboriginal people and communities	30%	Week 09 Due date: 24 Apr 2023 at 23:59	1800 words
Outcomes assessed:
Assignment	ABORIGINAL COMMUNITY ENGAGEMENT IN SCHOOLS Analysing key documents in supporting community collaboration in schools	30%	Week 13 Due date: 22 May 2023 at 23:59	1800 words
Outcomes assessed:

Assessment summary

CRITICAL REVIEW OF LITERATURE : Critically review the literature related to the representation of Aboriginal people and communities and the impact of this on their participation in the education system.

CRITICAL ANALYSIS & REFLECTION : In the The Alice Springs (Mparntwe) Education Declaration (Education Council, 2019), developing stronger partnerships is a key commitment to action, stating that ‘the development of partnerships and connections with Aboriginal and Torres Strait Islander communities will greatly improve learning outcomes for Aboriginal and Torres Strait Islander peoples and benefit all young Australians’ (p. 6). This raises two important points; (i) what is meant by concepts such as community, engagement and partnerships, and (ii) what evidence exists that community engagement/partnerships do in fact improve outcomes. Critically reflect on this claim by reviewing the literature on Aboriginal community engagement/partnerships and analyse one current education policy or strategy (not used in Task 3) that state or implies that Aboriginal community engagement/partnerships improve Aboriginal outcomes.

ABORIGINAL COMMUNITY ENGAGEMENT IN SCHOOLS : Using the NSW Department of Education’s School Excellence Framework and Turning Policy into Action resource, evaluate the extent to which your school (or nominated school) engages with local Aboriginal families and communities. This can be presented as an essay or report using tables or other devices to articulate your analysis.

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. Convincing synthesis of evidence, critical analysis and understanding of multiple perspectives to formulate a coherent argument. Scholarly critique of a diverse array of literature. Generates, develops, uses and justifies own ideas or original concepts based on a wide range of relevant sources. 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 practise 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. Considered use of evidence and consistently demonstrates application of critical analysis. Justifies relevant conclusions and their implications. Scholarly critique of the literature using a variety of relevant sources to develop own ideas. Insightful critique or consideration of the 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. Credible argument making relevant use of evidence, analysis and understanding. Able to apply concepts and draw and justify conclusions. Substantial critical appraisal of the relevant literature to develop own ideas. 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. Demonstrates some evidence of analytical and evaluative skills. Able to apply fundamental concepts and draw and justify conclusions. Evidence of critical appraisal of literature, with a recognition of different perspectives. Beginning to develop critical reflection and analysis of practise 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. Little or no evidence of analytical and evaluative skills. Fails to draw on fundamental concepts and to justify conclusions. Very little evidence of basic skills for problem-solving and addressing key assessment tasks. Literature is presented uncritically and in a purely descriptive way. 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	Introduction; Intercultural communication and ethical parent/community interactions	Online class (3 hr)
Week 02	Representations of Aboriginality, culture and communities	Online class (2.5 hr)
Week 03	Theoretical and practical applications of consultation, engagement, collaboration and partnership	Online class (2.5 hr)
Week 04	Theoretical and practical applications of consultation, engagement, collaboration and partnership	Online class (2.5 hr)
Week 05	Aboriginal identity, education and the impact of colonisation	Online class (2.5 hr)
Week 06	Indigenous standpoint and Aboriginal community cultural wealth	Online class (2.5 hr)
Week 07	Indigenous standpoint and Aboriginal community cultural wealth	Online class (2.5 hr)
Week 08	Embedding community cultural knowledge in schools	Online class (2.5 hr)
Week 09	Embedding community cultural knowledge in schools	Online class (2.5 hr)
Week 10	Critical and social justice approaches	Online class (3 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

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.

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. support colleagues in developing deep understandings of the theoretical and practical applications of consultation, engagement, collaboration and partnership in diverse Aboriginal community contexts
LO2. lead colleagues in critical discourse about representations of Aboriginal people, culture and communities, the impact these have in educational settings and developing curriculum, pedagogy, policy and procedures to actively address this
LO3. critically reflect on Aboriginal community cultural immersion and learning on country experiences and support staff in applying these to teacher professional learning, curriculum design, student engagement, and school culture
LO4. apply ethical practices to initiate collaborative conversations with staff and community about the significance of Aboriginal family and community diversity to educational settings in order to embed this into curriculum, pedagogy, policy and procedures
LO5. collaborate with Aboriginal community members and students’ families to initiate and develop culturally appropriate teacher professional learning to meet the specific needs of Aboriginal students, and embed a high expectations school culture into their daily practice
LO6. lead colleagues in designing culturally responsive, creative and inclusive Aboriginal studies/perspectives programs and teaching/learning strategies based on ethical community collaboration to meet the needs of Aboriginal and non-Aboriginal students
LO7. apply current research to engage staff, Aboriginal family and community members, professional networks and significant stakeholders in collaborative dialogue to initiate improvements in Aboriginal education in their schools.

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 (Professional Level – PG and Professional Learning) - 1.4.4. (Lead) Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers. 2.4.4. (Lead) Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 6.2.4. (Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers. 6.3.4. (Lead) Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students. 7.1.4. (Lead) Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community. 7.3.4. (Lead) Identify, initiate and build on opportunities that engage parents/carers in both the progress of their children’s learning and the educational priorities of the school. 7.4.4. (Lead) Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.4.4. (Lead) Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers. 2.1.4. (Lead) Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies, and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs. 2.4.4. (Lead) Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 3.7.4. (Lead) Initiate contextually relevant processes to establish programs that involve parents/carers in the education of their children and broader school priorities and activities. 6.2.4. (Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers. 7.4.4. (Lead) Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.4.4. (Lead) Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers. 2.4.4. (Lead) Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 6.1.4. (Lead) Use comprehensive knowledge of the Australian Professional Standards for Teachers to plan and lead the development of professional learning policies and programs that address the professional learning needs of colleagues and pre-service teachers. 6.2.4. (Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers. 6.3.4. (Lead) Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students. 7.1.4. (Lead) Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community. 7.4.4. (Lead) Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.4.4. (Lead) Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers. 2.4.4. (Lead) Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 7.1.4. (Lead) Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community. 7.2.3. (Highly Accomplished) Support colleagues to review and interpret legislative, administrative, and organisational requirements, policies and processes.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.4.4. (Lead) Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers. 2.4.4. (Lead) Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 6.2.4. (Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers. 6.3.4. (Lead) Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students. 6.4.4. (Lead) Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning. 7.1.4. (Lead) Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community. 7.4.4. (Lead) Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.4.4. (Lead) Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers. 2.1.4. (Lead) Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies, and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs. 2.2.4. (Lead) Lead initiatives that utilise comprehensive content knowledge to improve the selection and sequencing of content into coherently organised learning and teaching programs. 2.4.4. (Lead) Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 3.2.4. (Lead) Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills. 3.3.4. (Lead) Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem-solving, and critical and creative thinking. 3.4.4. (Lead) Model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school. 3.5.4. (Lead) Demonstrate and lead by example inclusive verbal and non-verbal communication using collaborative strategies and contextual knowledge to support students’ understanding, engagement and achievement. 3.6.4. (Lead) Conduct regular reviews of teaching and learning programs using multiple sources of evidence including student assessment data, curriculum documents, teaching practices and feedback from parents/ carers, students and colleagues.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.1.4. (Lead) Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students. 2.4.4. (Lead) Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 6.2.4. (Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers. 6.3.4. (Lead) Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students. 7.1.4. (Lead) Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community. 7.3.4. (Lead) Identify, initiate and build on opportunities that engage parents/carers in both the progress of their children’s learning and the educational priorities of the school. 7.4.4. (Lead) Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.

Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.2.4		(Lead) Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
1.4.4		(Lead) Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers.
2.4.4		(Lead) Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
3.3.4		(Lead) Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem-solving, and critical and creative thinking.
3.5.4		(Lead) Demonstrate and lead by example inclusive verbal and non-verbal communication using collaborative strategies and contextual knowledge to support students’ understanding, engagement and achievement.
6.1.4		(Lead) Use comprehensive knowledge of the Australian Professional Standards for Teachers to plan and lead the development of professional learning policies and programs that address the professional learning needs of colleagues and pre-service teachers.
6.2.4		(Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.
6.3.4		(Lead) Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
6.4.4		(Lead) Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning.
7.1.4		(Lead) Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community.
7.2.4		(Lead) Initiate, develop and implement relevant policies and processes to support colleagues’ compliance with and understanding of existing and new legislative, administrative, organisational and professional responsibilities.
7.3.4		(Lead) Identify, initiate and build on opportunities that engage parents/carers in both the progress of their children’s learning and the educational priorities of the school.
7.4.4		(Lead) Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.

Responding to student feedback

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

Assessment tasks have been adjusted to reflect feedback

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

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

Attendance and class requirements

Study commitment

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

Media

Student links

About us

Connect

Current students

EDPL6002: Aboriginal Community Collaboration

Semester 1, 2023 [Normal day] - Remote

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

Attendance and class requirements

Study commitment

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

Media

Student links

About us

Connect