Outline

Overview

This unit of study provides students with opportunities to learn from Aboriginal community based educators and Country through community visits, panel discussions and cultural walks. By participating in local Country-centred, Aboriginal community led socio-cultural experiences, students develop their critical consciousness to better understand the diversity, strength and resilience of Aboriginal peoples, communities, and cultures. Through experiencing Aboriginal ways of knowing, being and doing, students develop culturally responsive, relationships focused approaches to education and their chosen field.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	12 credit points of 2000-level EDUF coded units
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Catherine Burgess, cathie.burgess@sydney.edu.au

Assessment

The census date for this unit availability is 8 August 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Creative work	Critical Reflection Construct a visual blogpost reflecting and analysing LFC experiences.	30%	Week 01 Due date: 10 Aug 2025 at 23:59	1350 words	AI allowed
Outcomes assessed:
Creative work	Critical Analysis Exploring counter mapping to critically analyse community connection to place	40%	Week 03 Due date: 24 Aug 2025 at 23:59	1800 words	AI allowed
Outcomes assessed:
Creative work	Counter Map & Digital Resource Design a storyboard, counter-map and digital story based on your research from Task 2 and digital storytelling workshops .	30%	Week 05 Due date: 07 Sep 2025 at 23:59	1350 words	AI allowed
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

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)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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 University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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	Learning outcomes
Week -01	Key Concepts • Conceptualising Learning from Country (LFC) • Aboriginal & Torres Strait Islander CCP • Pedagogical frameworks Aboriginal Student learners	Tutorial (18 hr)
Week -02	Key Concepts • Western and Indigenous knowledges Aboriginal community protocols & engagement • Language & Discourse Curriculum Analysis & construction • Resources	Tutorial (18 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

HIGHLY RECOMMENDED BOOKS (available from Fisher Library or purchase)

Captain, K., & Burgess, C. (2022). ‘Be that Teacher who makes a Difference and Lead Aboriginal Education for all Students’. Ultimate World Publishing. Order on-line https://www.kyliecaptain.com.au/store/ ($30 inc. postage-discount code EDMT6022)
Thorpe, K., Burgess, C., Egan, S., & Harwood, V. (2025). Aboriginal Community-Based Educators teaching the teachers. Learning from Country in the City. Springer. https://link.springer.com/book/10.1007/978-981-96-1769-2

PRE-READING – 6022 & 3135 – TO BE DONE BEFORE THE COURSE STARTS.

VIEW: Cop it Sweet https://www.youtube.com/watch?v=1sw0-2Tm6JU&ab_channel=Archi

Svagelli. L. (2018). “We’re only a small patch in a big city, but on our patch of dirt, we’re seeing pretty amazing changes” An analysis of the impact of changing Aboriginal-Police relationships in Redfern. Unpublished PIP (PDF supplied)

Captain, K., & Burgess, C. (2022). ‘Be that Teacher who makes a Difference and Lead Aboriginal Education for all Students’. Ultimate World Publishing. Chapter 1 (PDF supplied)

Pontaoe, C., Burgess, C., Harwood, H. (2024) Engaging Hearts to Engage Minds. Blogpost for Australian Association for Research in Education. Access via this link: AARE Blog

3135 ONLY

Listen to this podcast https://walkinglab.org/podcast/walking-as-counter-mapping/ (transcript on link)

Hutchinson, N. (2024). Race and Racism in Australia: White Settler Colonisers That “Have Come to Stay,” Multicultural Immigrants and Aboriginal and Torres Strait Islander Peoples: A Three-Part Essay. Geographical Education Vol. 37.

WEEK 1 6022 & 3135

Thorpe, K., Burgess, C., Egan, S., & Harwood, V. (2025). Chapter 2: Why Learning from the Country in the City. In Authors 2025 Aboriginal Community-Based Educators teaching the teachers. Learning from Country in the City. Springer. pp23-64.(PDF supplied)

Riley, L., Sebastian, T., Bowen, B. (2022). Australian Indigenous Knowledges and Voices in Country. The Politics of Design-Privilege and Prejudice in Aotearoa New Zealand, Australia and South Africa. Edited by: Federico Feschi, Jane Venis and Farieda Nazier. The online version has been finalised and is available at this link: https://issuu.com/opresearch/docs/the_politics_of_design.

Moore, K. (2024). Know Your Place. BlakOut, Issue 2, p31-59. https://supra.net.au/blakout-journal/

3135 ONLY

Bates, K,. Teudt, M., & Collier, J. (2019). Mapping points for a place-based pedagogy of practice. Curriculum Perspectives 39, pp 91–96. https://doi.org/10.1007/s41297-019-00071-7

Benson, E., Brigg, M., Hu, K., Maddison, S., Makras, A., Moodie, N., & Strakosch,E. (2023). Mapping the spatial politics of Australian settler colonialism. Political Geography 102, 102855. https://doi.org/10.1016/j.polgeo.2023.102855

WEEK 2 6022 & 3135

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.

Burgess, Thorpe, Egan & Harwood (2022) Towards a conceptual framework for Country-inspired teaching and learning Teachers and Teaching. https://doi.org/10.1080/13540602.2022.2137132

Burgess, C., & Thorpe, K. (2024) How teachers can use the Learning from Country Framework to build an Aboriginal curriculum narrative for students. Journal of Professional Learning NSW Teachers Federation. https://cpl.nswtf.org.au/journal/semester-1-2024/how-teachers-can-use-the-learning-from-country-framework-to-build-an-aboriginal-curriculum-narrative-for-students/

3135 ONLY

Gutie´rrez-Ujaque, D., & Jeyasingham, D. (2022). Towards a Critical Pedagogy of Atmosphere in Social Work Education: Using Counter-Mapping to Examine the Emplaced Power Relations of Practice British Journal of Social Work 52, pp.738–758 doi:10.1093/bjsw/bcab031. https://academic.oup.com/bjsw/article-abstract/52/2/738/6153963?redirectedFrom=fulltext

Hunt, D., & Stevenson, S A. (2016): Decolonizing geographies of power: indigenous digital counter-mapping practices on Turtle Island, Settler Colonial Studies, DOI: 10.1080/2201473X.2016.1186311

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. investigate the diversity of Aboriginal community contexts impacting on schools, early childhood settings, students and their families and ways in which this can be embedded in curriculum and pedagogical practices
LO2. critically analyse representations of Aboriginal people, culture and communities and the impact these have on children, students, teachers, curriculum, early childhood settings and schools
LO3. demonstrate an understanding of the significance of Aboriginal community leadership in teacher professional learning, curriculum design, student engagement and school culture
LO4. demonstrate use of culturally appropriate communication and ethical practices in parent/community consultation, student engagement and teaching/learning strategies
LO5. critically reflect on Aboriginal community cultural immersion experiences so as to embed these in curriculum, pedagogy and daily teaching life
LO6. analyse the needs of Aboriginal children, students and communities, and school structures and curriculum, to guide the development of Aboriginal Studies/perspectives, pedagogical approaches and assessment strategies
LO7. design culturally responsive and inclusive Aboriginal studies/perspectives programs and teaching/learning strategies based on ethical community collaboration

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) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 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. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 7.3.1. (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers.
	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. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
	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. 3.7.1. (Graduate) Describe a broad range of strategies for involving parents/carers in the educative process. 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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.3.1. (Graduate) Include a range of teaching strategies. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 7.3.1. (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers.
	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. 3.7.1. (Graduate) Describe a broad range of strategies for involving parents/carers in the educative process. 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. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 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. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 3.3.1. (Graduate) Include a range of teaching strategies. 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) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
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.
2.1.1		(Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2.1		(Graduate) Organise content into an effective learning and teaching sequence.
2.3.1		(Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.4.1		(Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.6.1		(Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.2.1		(Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3.1		(Graduate) Include a range of teaching strategies.
3.4.1		(Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5.1		(Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.7.1		(Graduate) Describe a broad range of strategies for involving parents/carers in the educative process.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.4.1		(Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
6.1.1		(Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
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.

Changes based on student feedback

Additional information

Site visit guidelines

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

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

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

Burgess, Thorpe, Egan & Harwood (2022) Towards a conceptual framework for Country-inspired teaching and learning Teachers and Teaching. https://doi.org/10.1080/13540602.2022.2137132

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

EDUF3135: Aboriginal Community-led Education

Intensive July - August, 2025 [Block mode] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

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

Burgess, Thorpe, Egan & Harwood (2022) Towards a conceptual framework for Country-inspired teaching and learning Teachers and Teaching. https://doi.org/10.1080/13540602.2022.2137132

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