Outline

Overview

This unit examines current social, political and economic challenges faced by Aboriginal communities and the role education plays in addressing these issues. It explores the diversity and importance of Aboriginal histories, cultures and identities to Aboriginal student success at school and the role teachers play in accurate and authentic representation of in a culturally responsive approach to curriculum and pedagogy. Pre-service teachers will also develop their understanding of how racism manifests in a school setting and become familiar with relevant anti-racism strategies, policies and legislation. This unit of study is underpinned by an acknowledgement of the importance of consultation and ongoing collaboration with Aboriginal parents, families and communities and key stakeholders in Aboriginal education.

Unit details and rules

Unit code	EDSE4052
Academic unit	Education
Credit points	6
Prohibitions ?	EDSE2002
Prerequisites ?	138 credit points including (EDSE3082 or EDSE3072 or EDHP3002) and (EDSE3073 or EDHP3003)
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Lorraine Towers, lorraine.towers@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Tutorial workshops Group class presentation and individual reflections.	30%	-	1250 words
Outcomes assessed:
Assignment	Resource analysis Critical analysis of set resources.	30%	Week 06 Due date: 01 Apr 2022 at 12:58	1250
Outcomes assessed:
Assignment	Essay Research Essay, requiring a critical response to a set question.	40%	Week 08 Due date: 29 Apr 2022 at 23:59	2000
Outcomes assessed:

Assessment summary

ASSESSMENT 1

TUTORIAL WORKSHOP : Part One GROUP PRESENTATION 20%

Due date for completion: As assigned and presented in class

Submission: No submission required online.

Please email a pdf copy of the presentation to your tutor before the beginning of the tutorial in which you present.

Presentation Delivery: Group presentation .

Detail: You will be allocated to a group of four or five with a topic to present in one allocated teaching week.

Work with your group to prepare a 10-12 slide, 20 minute presentation (based on the number in your group; your tutor will advise) based on the recommended and additional readings for your topic, and your own further research using the University library or relevant external resources.

Your presentation should:

identify key aspects and significance of your topic
explain how it is relevant for Indigenous and/or non-Indigenous students, their families and communities, and; why it is important for teachers and schools to know about it
be informed by the academic literature, Indigenous community and other professional agencies in education
make effective use of at least 6 academic sources (e.g. refereed journal articles, book chapters, or formal reports) and may include relevant and authentic websites (ask your tutor to discuss how to assess the sites) although these should not be your predominant source
include questions and activities that will engage your peers in an informed discussion of your topic and the issues you identify
Identify the source of all your information and ideas and images: reference all quotes and images; provide a clear reference list at the end
Use accurate and respectful terminology

Assessment Criteria Summary:

Effective and respectful communication of information and ideas in a clearly articulated and succinct presentation.
Demonstrated understanding of the issues involved and their significance (including
relevance for Indigenous and/or non-Indigenous students, their families and
communities, and why it is important for teachers and schools to know about it).
Productive engagement of peers in informed discussion of the topic and issues raised
Effective use of relevant sources to inform and support your presentation and discussion
Clear distinction between original ideas and those of another writer or source (reference all quotes and images on the slide where these occur).
Provision of a clear and accurate reference list using APA
Use of an engaging powerpoint or similar form that makes effective use of layout, fonts and images
Is free from errors in grammar and spelling.

The presentation will be assessed as a group with an expectation that all will participate equally as a team in the preparation and delivery; all will be awarded the same assessed mark based on the criteria.

TUTORIAL WORKSHOP:

Part Two INDIVIDUAL REFLECTION 10%

TUTORIAL WORKSHOP: Part Two INDIVIDUAL REFLECTION 10%

This Assignment Box is for information about and submission of the Individual Reflection.

Due date for completion: One week after presentation

Submission: Online

Submission instructions: One week after your presentation, upload your 500-word individual reflection to this Assignment Box.

Detail: This is a 500 word written task to be submitted by each individual one week after your presentation reflecting on the presentation.

The aim is to get you to think deeply about the topic and its significance for you and to consider the nature of working with others might be a productive process, and in both cases identify the learning outcomes for yourself.

You may use one or two sources to assist you in your critical reflection or to demonstrate a point if you wish. This is not mandatory but may assist with you thinking through response. If you do use a source, reference it clearly, and it will not be considered as part of the word count.

It should NOT be a simple summary of your presentation.

Instead, you should demonstrate your capacity to reflect critically on your presentation:

what was significant about the topic and how you approached it, and why?
identify any new or interesting ideas that were raised in class that changed or enhanced your own thinking about any aspects of your topic
comment on the processes and dynamics of collaboration in your group, and assess your contribution.
Please note: you do not need to rate your contribution as such, e.g. to say you were the 'best' or the 'worst' in the team. Rather, the aim is consider your contribution in terms of what worked or didn't work, and ways that teamwork and your part in it can be most productive.

Assessment criteria summary:

Insightful reflection on ideas raised through the preparation and delivery of your presentation.
Thoughtful appraisal of group collaboration and individual contribution to identify productive learning.

ASSESSMENT 2

RESOURCE ANALYSIS 30%

Due date for completion: Week: 6.

Submission instructions: Upload on the Learning Management System

Detail: Students will select and critically analyse two (2) resources including one digital multimedia resource suitable for teaching topic areas or concepts from current NSW Education Standards Authority syllabus documents that are Aboriginal-specific, or incorporate an Aboriginal perspective.

Students will then select one of their resources and describe how they would
use this resource in the classroom including aims, learning outcomes, content and teaching/learning strategies, including assessment.

There are two (2) parts to this task. You need to submit both to fulfil the requirements
of this task.

• PART A = 850 WORDS (2 X 425 words)
• PART B = 400 WORDS

PART A: Resource Analysis (425 words each resource – total 850 words)

You will select and critically analyse TWO resources including one digital multimedia resource, (e.g. website, media, game, etc.) suitable for teaching topic areas or concepts from the current NSW Education Standards Authority syllabus for your teaching method/s, that are Aboriginal-specific, or incorporate an Aboriginal perspective.

Clearly identify the syllabus topic area/concept that each resource addresses.

For each resource, you may consider the following:

• Presentation of material: Is it accurate and balanced? Does it over-generalise?

• Is there evidence of community consultation, and Aboriginal and/or Torres Strait Islander participation?

• Language /terminology /imagery: How are people/s and culture/s portrayed (e.g. superficially, in a romanticised way, or with specific contextualisation, etc)? Are ethnocentric, stereotypical and/or racist images or references used? How are they used? Is the diversity of Aboriginal and Torres Strait Islander languages and cultures acknowledged? (Note that this does not mean that all diversity must be represented in one resource) In what way?

You MUST also provide a URL or 4 photocopied pages/ screenshots of any digital resources so your marker can accurately assess your response to them.

PART B: Classroom Use (400 words)

Choose ONE resource from Part A and describe how you would use it in the classroom in relation to the NSW Education Standards Authority syllabus topic area(s) that you identified in Section A. You need to consider the aim, content and teaching/learning strategies you would use, including assessment. You must identify two (2) principal syllabus outcomes that would be met in this lesson, clearly referenced.

You should support your identification of the resources, critical analysis, and description of classroom use with 3-4 academic references.

Assessment criteria:

PART A: Resource Analysis:

Relevance of resource choices including syllabus topic area/ concept
Clarity and soundness of rationale provided

Critical insight in analysis of the resources
Logical, reasoned and well supported discussion
Inclusion of copies of material as required

PART B: Classroom Use:

Clear identification of ONE resource from Part A
Clear and relevant description of classroom use including aims, content and teaching/learning strategies
Clear link provided to the NSW Education Standards Authority (NESA) syllabus topic area(s) identified in Part A
Originality and relevance of ideas for use of the resources
Clarity and relevance of expected outcomes

Referencing:
•Clearly distinguishes between original ideas and those of another writer or source.
• References all quotes and paraphrases.
• Uses APA referencing system consistently and accurately throughout.

Academic Literacy:
• Clarity and coherence of structure and organization in each section and overall
• Use of appropriate language, including grammatical expression and spelling.

Additional notes:
You may discuss your resource choices with your tutor prior to completing this assessment to make sure they will satisfy requirements.

ASSESSMENT 3

ESSAY 2000 WORDS 40%

Due date for completion: week 9.

This assessment is a 2000 word academic essay in which you respond to ONE of the set questions below and critically respond based on use of relevant sources, which you will locate through your own research and may also include set readings and relevant materials identified in this unit of study.

Detail:
Select one of the following essay questions. They relate to lectures in weeks 1 to 4, which lay foundational concepts for this unit of study. These key concepts were also revisited and reinforced in subsequent lectures and tutorials throughout the semester.

1. Examine the significance of identity to Aboriginal students. Outline 3-4 strategies
secondary school teachers in NSW could employ in their schools and classrooms in response.

2. Examine the benefits of schools engaging with their local Aboriginal community.
Outline 3-4 strategies secondary school teachers in NSW could employ in their schools and classrooms in response.

3. Examine links between racism and educational outcomes for Aboriginal students.
Outline 3-4 strategies secondary school teachers in NSW could employ in their schools and classrooms in response.

Assessment criteria:
The assessment criteria for this task have been drawn from the School of Education and Social Work grading criteria, which appear in this unit of study outline. This is how they are applied to this assessment task:

Organisation & conceptualisation

• introduction has a thesis statement which directly responds to the chosen question and indicates the author’s position on the chosen topic.
• introduction clearly identifies the structure of the essay and anticipates the points to be made.
• body of essay answers the chosen question directly, and develops a series of points in a logical and coherent manner.
• each paragraph in the body of the essay makes a clear and separate point.
• conclusion summarises the main thesis of the paper and how the points were substantiated.

Subject/discipline content & knowledge

• literature referred to in the essay is relevant to Aboriginal education contexts in NSW
• informed discussion conveying the complexity of the issues.

Clarity of expression

• use of appropriate academic language, and terminology which is respectful to Aboriginal and Torres Strait Islander people, cultures and identities
• clearly written text, with well-structured paragraphs
• free of grammar and spelling errors.

Referencing

• refers to 3-4 well-chosen EDSE4052 readings and 3-4 references from own research
• accurate in-text citations and reference list, formatted in APA style.

Synthesis of theory, research and practice

• essay connects principles of effective Aboriginal education to classroom practice in NSW schools
• demonstrates independent thought and insightful application of the literature.

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:

5% per day. Please see your tutor for simple extensions and see the explanation of this arrangement here for Special Consideration https://www.sydney.edu.au/students/special-consideration.html which you may also discuss with your tutor and/or the Co-ordinator.

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
-	Reflecting on Practice Experience and Re-Purposing Schooling for Aboriginal Students, Families and Communities	Lecture and tutorial (4 hr)
Week 02	Cultural Identity, Belonging and Kinship	Lecture and tutorial (4 hr)
Week 03	Aboriginal and Torres Strait Islander Histories and Cultures Cross Curriculum Priority	Lecture and tutorial (4 hr)
Week 04	Race, Racism, Health and Education	Lecture and tutorial (4 hr)
Week 05	The History of Aboriginal Schooling: Challenge and Resistance	Lecture and tutorial (4 hr)
Week 06	Localising the Curriculum	Lecture and tutorial (4 hr)
Week 07	Collaborating with Aboriginal communities	Lecture and tutorial (4 hr)
Week 08	Aboriginal Languages	Lecture and tutorial (4 hr)
Week 09	Curriculum and Pedagogy: Experience and Change	Lecture and tutorial (4 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.

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

All readings for this unit can be accessed on the Library eReserve on CANVAS.

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. examine concepts of culture, identity, and cultural diversity with regard to Aboriginal education and the impact of cultural and linguistic factors and racism on the educational outcomes of Aboriginal students
LO2. demonstrate knowledge and understanding of the impact of colonisation on Aboriginal peoples, cultures, histories and current educational outcomes for Aboriginal children
LO3. develop an understanding and knowledge of the specific learning needs, including literacy and numeracy, of Aboriginal students in diverse settings and ways in which to address these
LO4. design culturally responsive curriculum content and teaching/learning strategies to meet the needs of Aboriginal students and all students in the delivery of Aboriginal content
LO5. critically analyse and reflect on a range of appropriate and engaging resources to embed Aboriginal perspectives across the curriculum
LO6. assess a range of learning, teaching and assessment strategies which build self efficacy and actively engage Aboriginal students in the classroom and broader school context
LO7. demonstrate an understanding of the importance of collaborating with Aboriginal students, parents and community members in the process of building successful partnerships between schools and teachers and Aboriginal communities.

Graduate qualities

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

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

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 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) - 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. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
	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. 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. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 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. 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) - 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 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.
	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. 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. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 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) - 1.3.1. (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. 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. 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) - 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. 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.

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

Competency code	Taught, Practiced or Assessed	Competency standard
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.
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.
3.4.1		(Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
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.

Since 2020 an additional week of lectures and tutorials has been added. Three new lectures have been included; one to provide students with an historical background to contemporary issues; a second on Indigenous languages; a third on Re-purposing Aboriginal Schooling. An essay has been introduced as an assessment task in order to develop the intellectual knowledge and understanding of student about Aboriginal Education. The teaching team will benefit from two new Aboriginal teaching staff in 2022 with significant expertise in the area.

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

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

EDSE4052: Aboriginal Education: Secondary Schools

Semester 1, 2022 [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

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