Outline

Overview

This is the third unit of study in a suite of concurrent Aboriginal Studies curriculum units. In this unit, pre-service teachers will consider how discipline knowledge is organised, taught, and experienced across the secondary school years. The unit will emphasise the integration of knowledge within and across the discipline and consider the role teachers play in facilitating curriculum pedagogy for life-long learning. This unit will provide students with the practical and theory-informed knowledge required to respond to the needs of diverse learners in Aboriginal Studies.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	EDSE3112
Corequisites ?	None
Prohibitions ?	EDSE4050
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Irene Wardle, irene.wardle@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Assignment	Stage 6 Major Project Proposal Proposal for the Major Project	20%	Week 02 Due date: 07 Mar 2025 at 23:59	750wd
Outcomes assessed:
Assignment	Stage 6 Major Project Logbook Major Project Logbook	30%	Week 06 Due date: 04 Apr 2025 at 23:59	1250wd
Outcomes assessed:
Assignment	Stage 6 Major Project Produce an original Major Project	50%	Week 09 Due date: 02 May 2025 at 23:59	2500wd
Outcomes assessed:
= AI allowed ?

Assessment summary

Stage 6 Major Project Proposal: For this task you will propose an original piece of work including topic and description of your project, negotiate this with the lecturer and appropriate Aboriginal community members, outline the proposed methods of investigation, identify a list of resources including a plan for community consultation and outline what form your final project will take (ie report, artwork, performance piece etc)
Stage 6 Major Project Logbook: In the logbook you will document the process undertaken to complete the project, identify and justify ethical research decision made, describe fieldwork consultation processes and critically reflect on the overall experience.
Stage 6 Major Project In the major project, you will present an original piece of work that reflects the requirements of the syllabus, demonstrating an understanding of the purpose and application of a variety of resources to complete the project. It also involves the understanding of key issues for Aboriginal peoples and communities in Australia.

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. 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 guide to grades.

Use of generative artificial intelligence (AI) and automated writing tools

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

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.

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 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. 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	1. Historical experience of research on Aboriginal people and communities and implications for research in Aboriginal Studies; 2. Culturally appropriate & ethical research methodologies; 3. Introducing the major project – choosing a topic area and drafting a proposal; 4. Critical thinking and analysis – evaluating culturally appropriate resources and practices	Lecture and tutorial (6 hr)
Week 02	1. Application of research methodologies for senior students; 2. Planning and implementing fieldwork; 3. The significance of the log: organisation and presentation; 4. Guiding students through the major project process	Lecture and tutorial (6 hr)
Week 03	1. Recording and reflecting on experiences – implications for facilitating student success with the major project; 2. Designing interactive resources; 3. Critical analysis of resources for ethical research with Aboriginal people	Lecture and tutorial (6 hr)
Week 04	1. Guiding students through the major project process; 2. Conducting culturally appropriate research to complete the major project	Lecture and tutorial (6 hr)
Week 05	1. The major project logbook; 2. Independent research for the major project	Lecture and tutorial (6 hr)
Week 06	Community involvement in the assessment process - sharing learning experiences with local Aboriginal community members including evaluation of major project process	Lecture and tutorial (6 hr)

Attendance and class requirements

Class attendance is compulsory. Attendance at an Aboriginal organisation to complete your major work is required. The Unit of Study Coordinator will determine the organisation.

The FASS Student Attendance at classes provisions provide guidelines around student attendance. These are in effect from 1 January, 2025. Within the Faculty of Arts and Social Sciences Resolutions: Coursework Awards these are:

(1) Students are expected to be in attendance at the correct time and place of any formal or informal examinations. Non-attendance on any grounds insufficient to claim special consideration will result in the forfeiture of marks associated with the assessment. Participation in a minimum number of assessment items may be included in the requirements specified for a unit of study.

(2) Students are expected to attend a minimum of 90 per cent of timetabled activities for a unit of study, unless granted exemption by the Associate Dean or relevant delegated authority. The Associate Dean or relevant delegated authority may determine that a student fails a unit of study because of inadequate attendance. Alternatively, at their discretion, they may set additional assessment items when attendance is lower than 90 per cent.

(3) The case of any formally enrolled student who is absent from 50% or more of classes, regardless of the reasons for the absence, will be automatically referred to the end-of-semester departmental examiners’ meeting for a determination as to whether the student should pass or fail the unit, or, if a pass is awarded, the level of penalty that should be applied.

(4) In exceptional circumstances, for example where there are Work Health and Safety considerations or professional accreditation requirements, and with the approval of the relevant delegate, unit of study coordinators may set out additional attendance criteria in the unit of study outline.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Demonstrate understanding of the complex role of curriculum in school settings, and apply relevant policies, procedures and protocols when working with syllabus documents.
LO2. Critically analyse and evaluate teaching and learning resources that enhance students’ learning in Aboriginal Studies.
LO3. Describe how knowledge of Aboriginal Studies education recognises the agentic role of curriculum when it is co constructed with learners, leaders and community.
LO4. Display increasing competence in teaching, planning, and assessing in ways that meet the needs of diverse learners who are progressing to a variety of post-school pathways.
LO5. Incorporate the needs and interests of students from a range of social, ethnic, cultural and religious backgrounds including the importance of Aboriginal and Torres Strait Islander students that takes this into account in authentic ways.
LO6. Describe the importance of engaging in continual and reflective professional dialogue and demonstrate an understanding of the rationale for continual professional learning in Aboriginal Studies education.

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

Responding to student feedback

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

This is the first time this unit has been offered, feedback is welcome.

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

Use of generative artificial intelligence (AI) and automated writing tools

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

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

EDSE4211: Teaching Aboriginal Studies 3

Semester 1, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

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

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links