Outline

Overview

Students identify Aboriginal and non-Aboriginal learning needs and apply ethical protocols in order to design and implement place-based, relationships-focussed curriculum and pedagogies. Students develop skills to lead their colleagues in creating innovative, culturally responsive learning environments.

Unit details and rules

Unit code	EDPL6003
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	Catherine Burgess, cathie.burgess@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	CURRICULUM/PEDAGOGY AUDIT Evaluation of Aboriginal curriculum in discipline area	30%	Mid-semester break Due date: 07 Apr 2024 at 23:59	1800 words
Outcomes assessed:
Assignment	CRITICAL ANALYSIS Critically analyse issues when implementing Aboriginal content	40%	Week 09 Due date: 28 Apr 2024 at 23:59	2400 words
Outcomes assessed:
Assignment	FRAMEWORK/STRATEGY FOR IMPLEMENTING ABORIGINAL CURRICULUM Design a framework/strategy that can be applied across KLA’s	30%	Week 12 Due date: 19 May 2024 at 23:59	1800 words
Outcomes assessed:

Assessment summary

CURRICULUM/PEDAGOGY AUDIT :
Conduct an audit of Aboriginal curriculum content, pedagogy, resources, and assessment across TWO stages in ONE Key Learning Area (KLA), OR ONE stage across TWO KLA’s in your school. Discuss the depth and breadth of the application of these in each case and how you would collaborate with and lead colleagues in preparing a framework/strategy to address overlap, omissions and identify new knowledges and skills.
CRITICAL ANALYSIS :
The design and positioning of the Aboriginal and Torres Strait Islander Cross Curriculum Priority (CCP) in the Australian Curriculum provides little guidance for educators to develop well sequenced, coherent, and substantial Aboriginal curriculum content into their discipline area.
Critically analyse the challenges that this presents for teachers in implementing culturally responsive Aboriginal content and pedagogical practices that engages Aboriginal and non-Aboriginal students in their learning.
Refer to at least 6-8 research articles focusing on peer-reviewed, academic journal articles and/or book chapters mainly published within the last ten years.
DESIGN FRAMEWORK/STRATEGY FOR IMPLEMENTING ABORIGINAL CURRICULUM
Design a framework/strategy for implementing Aboriginal curriculum content across KLA’s to address the issues arising from Task 1 and 2.
Demonstrate how this framework/strategy creates a culturally and socially inclusive learning environment for all students
Demonstrate how the framework/strategy supports teachers in developing an Aboriginal curriculum narrative that reflects local Aboriginal histories, cultures, issues and draws on the Australian Curriculum Aboriginal and Torres Strait Islander Cross Curriculum Priority (CCP)
Briefly outline the key issues arising from Task 1 and 2 that influence your framework/strategy design
Explain and justify your framework/strategy using research literature and your own experience where relevant

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. Solves or argues possible solutions to complex problems & addresses challenging tasks/situations. Uses innovative methods and higher order cognitive skills to solve complex problems and present original alternatives. 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 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. Considered use of evidence and consistently demonstrates application of critical analysis. Justifies relevant conclusions and their implications. Solves or argues possible solutions to complex problems and addresses challenging tasks/situations using imagination/creative and from a variety of perspectives. Scholarly critique of the literature using a variety of relevant sources to develop own ideas. Insightful critique or consideration of relationship between theory, research and practice. Personal / professional implications for practice considered
Credit	65 - 74	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. Solves or argues possible solutions to complex problems and addresses challenging tasks/situations using imagination/creative and from a variety of perspectives. Scholarly critique of the literature using a variety of relevant sources to develop own ideas. Insightful critique or consideration of relationship between theory, research and practice. Personal / professional implications for practice considered
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. Solves problems using imagination and a limited range of creative techniques. Evidence of critical appraisal of literature, with a recognition of different perspectives. 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. 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.

Support for students

The Support for Students Policy 2023 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 2023. 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
Week 01	Introduction.	Online class (3 hr)
Week 02	Curriculum	Online class (3 hr)
Week 03	Australian Curriculum	Online class (2.5 hr)
Week 04	Curriculum Challenges	Online class (2.5 hr)
Week 05	Pedagogy	Online class (2.5 hr)
Week 06	Place-based poedagogies	Online class (2.5 hr)
Week 07	Country-centred pedagogies	Online class (2.5 hr)
Week 08	Relational Pedagogies	Online class (2.5 hr)
Week 09	Classroom Applications 1	Online class (2.5 hr)
Week 10	Classroom Applications 2	Online class (2.5 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.

Required readings

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

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

Jovés, P., Siqués, C., & Esteban-Guitart, M. (2015). The incorporation of funds of knowledge and funds of identity of students and their families into educational practice. A case study from Catalonia, Spain Teaching and Teacher Education, 49, 68-77.

B. (2017) Curriculum, Representation, & Democracy. Engaging Curriculum Bridging the Curriculum Theory and English Education Divide. pp.46-65. Routledge https://doi.org/10.4324/9781315650944

Spillman, D., Wilson, B., Nixen, M., McKinnon, K. (2022). Reinvigorating Country as teacher in Australian schooling: beginning with school teacher’s direct experiences, ‘relating with Country’ Curriculum Perspectives https://doi.org/10.1007/s41297-022-00176-6

Burgess, C., Thorpe, K., Egan, S., & Harwood, V. (2022) Developing an Aboriginal Curriculum Narrative. Curriculum Perspectives. https://doi.org/10.1007/s41297-022-00164-w

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

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

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

Lowe, K., Moodie, N., & Weuffen, S. (2021). Refusing Reconciliation in Indigenous Curriculum. In. B. Green, P. Roberts & M. Brennan Curriculum Challenges and Opportunities in a Changing World, (pp.71-86) Palgrave Macmillan

McLaren, P. (2009). Critical pedagogy: a look at the major concepts, in A. Darder, M.P. Baltodano & R.D. Torres (eds), The Critical Pedagogy Reader (2nd ed.). (pp. 61-83). New York: Routledge.

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.

Alim, H.S., Paris, D., & Wong, C. (2020). Culturally Sustaining Pedagogy: A Critical Framework For Centering Communities. In N. Nasir, C. Lee, R. Pea, M. McKinney de Royston (Eds) Handbook of the Cultural Foundations of Learning. pp261-276 Routledge.

Gruenewald, D. A. (2008). The best of both worlds: a critical pedagogy of place. Environmental Education Research, 14(3), 308-324. doi:10.1080/13504620802193572

McInerney, P., Smyth, J., & Down. (2011) ‘Coming to a place near you?’ The politics and possibilities of a critical pedagogy of place-based education, Asia-Pacific Journal of Teacher Education, 39(1), 3-16, DOI: 10.1080/1359866X.2010.540894

Smith, B. (2023). Curriculum as invader: Normalising white place in the Australian curriculum. The Curriculum Journal. 2023(0) 1–17. DOI: 10.1002/curj.215

Harrison, N. (2013). Country teaches: The significance of the local in the Australian history curriculum . Australian Journal of Education. 57(3), 214-224

Harrison, N., & Skrebneva, I. (2020). Country as pedagogical: enacting an Australian foundation for culturally responsive pedagogy. Journal of Curriculum Studies, 52(1), 15-26

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

Burgess, C., Thorpe, K., Egan, S., & Harwood, V. (2022): Towards a conceptual framework for Country-centred teaching and learning, Teachers and Teaching, DOI: 10.1080/13540602.2022.2137132

Thorpe, K., Burgess, C., Grice, C. (2023). Aboriginal curriculum enactment: Stirring teachers into the practices of learning from Country in the city. In K. Reimer., M, Kaukko., S. Windsor., K. Mahon., & S. Kemmis. Living Well in a World Worth Living In. Volume 2. Current Practices of Social Justice, Sustainability and Well Being, Springer.

Lewthwaite, B., Osborne, B., Lloyd, N., Llewellyn, L., Boon, H., Webber, T., Laffin, G., Kemp, C., Day, C., Wills, J., & Harrison, M. (2015).Seeking a pedagogy of difference : what Aboriginal students and their parents in North Queensland say about teaching and their learning. Australian Journal of Teacher Education, 40(5), 132-159.

Comber, B. (2006) Pedagogy as Work: Educating the Next Generation of Literacy Teachers, Pedagogies, 1:1, 59-67, DOI: 10.1207/s15544818ped0101_9

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

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 key issues in Aboriginal and international Indigenous human rights and social justice education in relation to key curriculum and pedagogical issues in Aboriginal contexts
LO2. apply ethical practice and research methodologies when collaborating with local Aboriginal families and community members to evaluate culturally responsive curriculum and pedagogy
LO3. critically analyse the hidden curriculum and its impact on culturally and socially inclusive learning programs and environments
LO4. lead colleagues in examining and auditing Aboriginal curriculum content
LO5. collaborate with colleagues and local Aboriginal family and community members to identify Aboriginal and non-Aboriginal students’ learning needs in developing effective teaching and assessment strategies
LO6. support colleagues in the application of culturally responsive relationships-focused curriculum frameworks to guide high quality programs, units of work, assessment and reporting requirements.

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) - 1.3.4. (Lead) Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 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. 3.1.4. (Lead) Demonstrate exemplary practice and high expectations, and lead colleagues to encourage students to pursue challenging goals in all aspects of their education. 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. 6.3.4. (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) - 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) - 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. 2.3.4. (Lead) Lead colleagues to develop learning and teaching programs using comprehensive knowledge of curriculum, assessment and reporting requirements. 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. 3.4.4. (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.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.3.4. (Lead) Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 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) - 1.3.4. (Lead) Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 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. 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) - 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. 7.3.4. (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
1.3.4		(Lead) Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
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.
3.1.4		(Lead) Demonstrate exemplary practice and high expectations, and lead colleagues to encourage students to pursue challenging goals in all aspects of their education.
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.
3.6.4		(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.
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.
4.1.4		(Lead) Demonstrate and lead by example the development of productive and inclusive learning environments across the school by reviewing inclusive strategies and exploring new approaches to engage and support all students.
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.
7.3.4		(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.

No changes have been made since this unit was last offered.

Additional information

All tasks must be attempted to pass this unit of study

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

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

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

EDPL6003: Aboriginal Curriculum and Pedagogy

Semester 1, 2024 [Normal day] - 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

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

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