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
Tutor(s)	Amy Davidson, amy.davidson@sydney.edu.au
	Lorraine Towers, lorraine.towers@sydney.edu.au
	Tracey-Anne Cameron, tracey.cameron@sydney.edu.au
	Christine Evans, christine.evans@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 relevant resource/s.	30%	Week 05 Due date: 24 Mar 2023 at 23:59	1250
Outcomes assessed:
Assignment	Essay Research Essay, requiring a critical response to a set question.	40%	Week 09 Due date: 24 Apr 2023 at 23:59	2000
Outcomes assessed:
= group assignment ?

Assessment summary

ASSESSMENT ONE TUTORIAL WORKSHOP 30% (TOTAL)

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 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 Aboriginal and Torres Strait Islander and other students, their families and communities, and; why it is important for teachers and schools to know about it
be informed by the academic literature, Aboriginal and Torres Strait Islander communities 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 (including appropriate terminology).
Use of an engaging powerpoint with effective layout and fonts, and relevant images, that is free from errors in grammar and spelling.
Demonstrated understanding of the topic and issues involved and their significance for:
- Aboriginal and Torres Strait Islander students, families and communities,
- other students,
- teachers and schools.
Productive engagement of peers in informed discussion of:
- the topic and issues raised
- implications for their own teaching practice.
Effective use of relevant sources to inform and support your presentation and discussion.
Clear distinction between your ideas and those of another writer or source.
Provision of a clear and accurate reference list using APA (reference all quotes and images on the slide where these occur or provide a numbered link to an endnote).

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.

Part Two INDIVIDUAL REFLECTION 10%

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.

Word length: 500 words

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: in respect of this criterion 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 and knowledge gained about Aboriginal Education through the preparation and delivery of your presentation.
Thoughtful appraisal of group collaboration and individual contribution to identify productive learning related to Aboriginal Education.

ASSESSMENT TWO RESOURCE ANALYSIS 30%

Due: 24th March 2023

Submission instructions: Upload on the Learning Management System

Detail: This task requires you to identify, analyse, and demonstrate the productive use of a resource in meeting a chosen syllabus outcome through incorporation of Aboriginal and Torres Strait Islander histories and cultures Learning across the Curriculum content or equivalent.

There are two (2) parts to this task, PART A (analysis) and PART B (use) . You need to submit both to fulfil the requirements of this task.

WORD LENGTH: TOTAL 1250 WORDS

• PART A = 625
• PART B = 625

PART A: Resource Analysis (625 words)

You will select and critically analyse one resource in terms of its relevance and suitability for incorporating Aboriginal and Torres Strait Islander histories and cultures Learning across the Curriculum content or equivalent in response to an outcome from a NSW Education Standards Authority (NESA) secondary syllabus document.

Critically consider the content and how it is communicated.
Clearly identify the syllabus and outcome the resource will be used to address.

Here are some stimulus questions that could be useful (but you do not have to itemise this list in your response):

• 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? Are aspects of 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 any one resource to be considered valuable. Rather, consideration should be given to the nature of the representations, whether they are realistic, and relevant to the theme and topic of the source e.g. a resource with a focus on Woromi history would not be expected to include Yolgnu histories although the point might be made that Woromi histories are particular and Aboriginal and Torres Strait Islander historical experience is diverse.

PART B: Classroom Use (400 words)

You will describe how you would use the resource identified in PART A in the classroom for one 15 minute activity to achieve the identified syllabus outcome through incorporation of Aboriginal and Torres Strait Islander histories and cultures Learning across the Curriculum content or equivalent.

Your activity will delineate its aims and learning outcomes related to the specific syllabus outcome you have chosen and how these will be achieved through incorporation of Aboriginal and Torres Strait Islander histories and cultures Learning across the Curriculum content or equivalent; a description of how you might authentically assess that these were met, and the teaching/learning strategies you would employ.

Do not use a lesson plan pro forma.

REFERENCING

Referencing is required in both PART A and PART B:

You MUST provide 4 photocopied pages of your identified resource/screenshots of any digital and a page specific URL.
You should support your all discussion in both parts A and B, that is, the critical analysis, and classroom use, with academic references: a total of 3-4 academic references for the whole assessment (any supporting source may be used as appropriate in one of the parts or both).
These academic references are additional to the resource you have chosen and any syllabus or policy document to which your refer.

Assessment criteria:

PART A: Resource Analysis:

Discusses the relevance of the resource to Aboriginal and Torres Strait Islander histories and cultures Learning across the Curriculum content or equivalent responding to an outcome from a NSW Education Standards Authority (NESA) secondary syllabus
Clarity and soundness of rationale provided
Critical insight in analysis of the resource
Logical, reasoned and well supported discussion

PART B: Classroom Use:

Clear description provided of planned classroom use including aims, content and teaching/learning strategies
Clear demonstration that planned classroom use addresses the NSW Education Standards Authority (NESA) secondary syllabus and the outcome identified in Part A.
Relevance and feasibility of planned classroom use to achieve the identified syllabus outcome through incorporation of Aboriginal and Torres Strait Islander histories and cultures Learning across the Curriculum content or equivalent.
Logical, reasoned and well supported discussion.

Referencing:

Clear identification of resource at the beginning (title, referencing, etc).
Inclusion of copies of the resource material as required.
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.

ASSESSMENT THREE ESSAY 2000 WORDS 40%

Due date: 24th April, 2023 .

This assessment is a written academic essay in which you respond to ONE of the set questions that will be released in week 3 using relevant sources, including those located through your own research and including two or more of the set readings in this unit of study.

Detail:

Select one of the essay questions that will be distributed in week 3.

Assessment criteria:

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 education contexts in NSW
informed discussion conveying the complexity of the issues.

Synthesis of theory, research and practice

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

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.

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
Week 01	Cultural Identity, Belonging and Kinship	Lecture and tutorial (4 hr)
Week 02	Aboriginal and Torres Strait Islander Histories and Cultures Learning Across the Curriculum.	Lecture and tutorial (4 hr)
Week 03	Race, Racism, Health and Education	Lecture and tutorial (4 hr)
Week 04	Histories of Aboriginal Schooling: Challenge and Resistance	Lecture and tutorial (4 hr)
Week 05	Aboriginal Pedagogies	Lecture and tutorial (4 hr)
Week 06	Localising the Curriculum	Lecture and tutorial (4 hr)
Week 07	Aboriginal Languages	Lecture and tutorial (4 hr)
Week 08	Collaborating with Aboriginal communities	Lecture and tutorial (4 hr)
Week 09	Aboriginal Education: theory into practice for positive futures	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 through readings in 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 2022 lectures have developed to include a greater focus on protocols and terminology, and linking of this learning to assessment on a weekly basis. Tutorials will extend this learning in an interactive manner. The assessment tasks have been simplified and clarified in the case of Assessment Two and the criteria for all assessments have been placed in a rubric to denote value.

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, 2023 [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

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